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Citation
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Zapko KA, Ferranto ML, Brady C, Corbisello A, Hill D, Mullen R, DeFiore-Golden PJ, Martin L. Nurs. Educ. Perspect. 2015; 36(6): 379-382. |
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Abstract
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AIM: The aim of this study was to examine the effect of using serial simulations with progression through the nursing curriculum.
BACKGROUND: Simulation provides a way to learn without fear of failure and increase critical thinking and clinical decision-making skills. Learning in an interdisciplinary simulation provides a greater understanding of teamwork and communication skills.
METHOD: The NLN/Jeffries Simulation Framework was used in an interactive disaster drill with role-playing patient actors and manikins. In a debriefing session, nursing and radiology students co-presented scenarios.
RESULTS: Students displayed critical thinking and clinical decision-making skills. They reported an increase in self-confidence in caring for patients during a disaster, an increase in empathy, and learning by observing others.
CONCLUSION: This pilot study revealed that an interdisciplinary disaster drill simulation experience was a positive learning experience for both nursing and radiology students.
Language: en |