Annotated Bibliography - Erica Bailey, BSN, RN



Annotated BibliographyErica BaileyDixie State UniversityAnnotated BibliographyNOTE: The main theme of this annotated bibliography is to explore the literature regarding the use of computerized simulation in the training of critical care nurses and whether this training is considered useful.Liam, G., Ayas, N. T., Griesdale, D. E., & Peets, A. D. (2010, May 6). Medical simulation in respiratory and critical care medicine. Lung, 188(6), 445-57. /10.1007/s00408-010-9260-5The authors of this article, are all listed as staff members of the University of British Columbia; however, exact degrees, certifications or professions are unknown. This article is presenting evidence about the evidence supporting simulation, the historical beginnings of this type of training and the modern simulation modalities. This article sites the changing nature of health care as the reason that simulation is a necessary part of training. It states, simulation and provide an alternative experience to compensate for deficiencies in clinical exposure. One of the other cited benefits of simulation, is that while in simulation, if the novice nurse makes a mistake, they can be allowed to continue to make that mistake so see the repercussions of their decisions play out, then critically think about where things went wrong. The article cites that the major drawback to simulators is money. Some estimates have the cost of setting up a simulation lab at One million dollars. The article goes on to talk about different kinds of simulators, and the pros and cons of each type. The authors concede that there is a lack of proven impact on patient related outcomes, but still call for their continued use in training new health care workers.Sackett, K., Jones, J., & Eardley, W. S. (2015, Spring). Incorporating healthcare informatics into the strategic planning process in nursing education. Nursing Leadership Forum, 9. Retrieved from 207441903?accountid=27045Ms. Sackett is an EdD, RN, Ms. Jones is PhD, RN and Mr. Eardley is a DNS, RN. The stated purpose of this article is to describe the incorporation of healthcare informatics into the strategic planning process in nursing education. This article details history of the paradigm shift that has occurred since the 1960’s with respect to health care informatics. The authors point out that a brief review of the literature reminds us that we have shifted from an industrial to an information society and from a manufacturing to a service-oriented economy. The article talks about the best way to use the technology that is “out there” with regards to the education of nursing students. One of the best ways identified, is by the use of video enhanced assessment labs to be used at both the undergraduate and graduate levels.It also talks about the necessity of patient simulation centers for the senior nursing students, and for post-graduate students when specializing in a critical care area. Overall, the article believes that incorporation of health care informatics into the nursing school curriculum will help establish standards and competencies.(Kaddoura, 2010)Mould, J., White, H., & Gallaher, R. (2011, April/June). Evaluation of critical care simulation for undergraduate nursing students. Contemporary Nurse, 38(1-2), 180-190. Retrieved from authors Jonathan Mould states he is on the faculty of the School of Nursing Midwifery and Postgraduate Medicine, Edith Cowan University in Perth, Australia. Both Haidee White and Robyn Gallaher say they are on the faculty of Nursing, Midwifery and Health, University of Technology in Sydney, Australia. For all authors, no degree or credentials are listed. The authors stated that the purpose of this study was to assess self-reported confidence and competence using scenario-based simulations. The study began with a literature review and the conclusion that was made, was that the use of simulations helped the confidence of the student nurses. The study used third-year BSN students, and over a semester, the students were exposed to 27 different simulation, and the students would report their confidence and competence at the beginning and end of each simulation. The nursing students were divided up into groups of four for the simulation. They were given a case study and told to approach the problems as a team. Simulation mannequins were used that provided patient feedback, and the teams were video recorded for debriefing later. The results showed that on a scale of 1-5 with 5 being most confident/competent most student nurses went up one whole point from pre to post simulation. The authors say that this study joins the “increasing mountain of evidence” showing the high-fidelity computer simulation is effective.Stefanski, R. R., & Rossler, K. L. (2012, October). Preparing the critical care nurse: A community-wide collaboration using the benefits of simulation. The Journal of Continuing Education in Nursing, 40(10), 443-51. Retrieved from . Stefanski and Ms. Rossler both state they are RN, MSN. Stefanski states she is an instructor at the College of Nursing and Allied Health in Lafayette, Louisana and Ms, Rossler is a Clinical Professor at Texas Women’s University. This article begins with talking about the need to simulation to expose new nurses to situations, the cost to set up the simulation labs, and most importantly, the need to trained staff to work and manage the computerized simulations. When hiring new graduates, Hospitals bear the weight of retaining these newly recruited nurses with significant variations in educational and clinical backgrounds. Keeping these newly hired nurses is a problem becomes dissatisfied, feels ill prepared, or experiences foreign stressors associated with the current critical care environment. The article calls these new nurses assets that need to be retained through education. Simulation is the best training method for “today’s” student as it is hands-on, engaging, challenges critical thinking skills and allows the student to make mistakes without engendering the patient. The article goes into great depth about how to construct an education simulation program for critical care nurses; it even lists the five day agenda the university uses for it critical care simulation for new nurses. The authors also suggest ways this program may be improved in the future.Eggenberger, T. L., Keller, K. B., Chase, S. K., & Payne, L. (2012, November/ December). A quantitative approach to evaluating caring in nursing simulation. Nursing Education Perspectives, 33(6), 406-9. Retrieved from docview/1269079900?accountid=27045Authors, Eggenberger states she is a PhD, RN, CNE, Keller, PhD, RN, Chase is a EdD, FNP-BC, FNAP and Payne a doctoral student. All authors are faculty (with the exception of the student) at Florida Atlantic University, Christine E. Lynn College of Nursing in Boca Raton, Florida. This article focuses on the role of the facilitator of the computerized simulation and the way they can evaluate caring. The authors identify evaluating caring as important because no simulator can be a real replacement for a complex, unique human being when it comes to forming relationships. The nurses who is running the simulation needs to be well versed in not only the ways to evaluate if the student nurse/trainee is able to care but remind them that they need to treat the simulation as if it is real. The trainees sometimes get so wrapped up in the simulation itself, they forget that the manikin laying the bed is taking the place of a real human being, and it is easy to forget they are supposed to talk to them, reassure them and care for them the same way they would a real patient. Kaddoura, M. A. (2010, September). Effect of the essentials of critical care orientation (ECCO) program on the development of nurses’ critical thinking skills. The Journal of Continuing Education in Nursing, 41(9), 424-32. . dixie.edu/10.3928/00220124-20100503-05Mr. Kaddoura is a PhD, CAGS, MSN, BSN, RN; however his employment or facility are not listed. This article examines the ways that schools and hospitals are preparing its students and nurses for the roles that face them ahead; specifically with regards to the development of critical thinking skills. The author thinks that there are very few studies have been conducted to examine how nursing orientation programs (including simulation) develop the critical thinking skills of novice critical care nurses. Many hospitals are utilizing the American Association of Critical Care Nurses Essentials of Critical Care Orientation (ECCO) program for the development of nurses’ critical thinking skills. This program not rated very high on effectiveness by new nurses to the Intensive Care Unit. This program is computer based, and has scenarios with multiple choice questions at the end of each module. The author reports that in speaking with nurses, the nurses preferred a hands on approach to learning as they get with simulation and other hands on interactive learning. The managers of the unit recognized that they need to combine ECCO with hands on simulation, case study and some online testing. The author further observes that when an orientation has hands on simulation, that the new nurses report higher satisfaction and confidences as opposed to those with just an online, computerized orientation. It is important to make these new nurses feel confident, as that self-esteem will translate into higher levels of patient care. ................
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