Murphy S, Hartigan I, Walshe N, Flynn AV, O’Brien S (2011) Merging Problem-Based Learning and Simulation as an Innovative Pedagogy in Nurse Education. Clinical Simulation in Nursing 7(4): 141-8 Murray C, Grant MJ, Howarth ML, Leigh J (2008) The use of simulation as a teaching and learning approach to support practice learning. Nurse Educ Pract 8(1): 5-8. Epub 2007. Newton JM, Jolly BC, Ockerby CM, Cross WM (2010) Clinical learning environment inventory: factor analysis. J Adv Nurs 66(6): 1371-81 Norman J (2012) Systematic review of the literature on simulation in nursing education. ABNF J 23(2): 24-8 Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice, 2nd edn. NMC, London. http://tinyurl.com/p93rnt4 (accessed 23 October 2013) Nursing and Midwifery Council, (2010a) Review of pre-registration nursing education. NMC, London. http://tinyurl.com/oxwbplj (accessed 23 October 2013) Nursing and Midwifery Council, (2010b) Essential skills clusters and guidance for their use (guidance G7.1.5b). NMC, London. http://tinyurl.com/b8nwjxm (accessed 23 October 2013) Peña A (2010) The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective. Med Educ Online 15(10): 1-11. http://tinyurl.com/ pyfeurk (accessed 23 October 2013) Quinn F, Hughes S (2007) Quinn’s Principles and Practice of Nurse Education.
Nelson Thornes, London Ravert P (2008) Patient simulator sessions and critical thinking. J Nurs Educ 47(12): 557-62 Reeves S (2001) A systematic review of the effects of interprofessional education on staff involved in the care of adults with mental health problems. J Psychiatr Ment Health Nurs 8(6): 533-42 Ricketts B (2011) The role of simulation for learning within pre-registration nursing education - a literature review. Nurse Educ Today 31(7): 650-4 Rothgeb MK (2008) Creating a nursing simulation laboratory: a literature review. J Nurs Educ 47(11): 489-95 Scherer YK, Bruce SA, Runkawatt V (2007) A comparison of clinical simulation and case study presentation on nurse practitioner students’ knowledge and confidence in managing cardiac event. International Journal of Nursing Education Scholarship 4(1): 1-14 Scholes J (2008) Coping with the professional identity crisis: is building resilience the answer? Int J Nurs Stud 45(7): 975-8 Spring H (2010) Theories of learning: models of good practice for evidencebased information skills teaching. Health Info Libr J 27(4): 327-31 Stratton MD (2011) Helping novice perioperative nurses survive and thrive. AORN J 93(4): 425-6 Waldner MH, Olson JK (2007) Taking the patient to the classroom: applying theoretical frameworks to simulation in nursing education. Int J Nurs Educ Scholarsh 4: Article 18. Epub.
LETTER TO THE EDITOR
Medical simulation with a twist Neel Sharma wrote in to BJN about the importance of medical simulation opportunities for nurses.
Dear Editor,
U
ndergraduate and postgraduate training instructors have been quick to recognise that adequate patient exposure is key to gaining experience in the assessment and management of an array of illnesses. The difficulty lies in the ability to gain exposure to such illnesses and finding patients and, of course, senior doctors willing enough to allow students and trainees to dive right in. Mannequin-based simulation has been regarded as a possible solution and evidence in the literature speaks highly of its role in effective replication of clinical scenarios as well as its place in assessment and feedback. During simulation sessions I have attended and delivered, I realised something that’s clearly lacking. For example, a session I
undertook involved me demonstrating my competence in the management of a gastrointestinal bleed after being called by a nursing staff member who noticed new onset peri-rectal bleeding. And a session I helped deliver involved medical students managing a patient with COPD after the nurse had noted a drop in oxygen sats. What we fail to appreciate in such interprofessional learning domains is that surely our nurses should be learning too. After all, they are our guardians of the ward, monitoring patient progress around the clock. And when it may prove difficult to attend to a critically unwell patient straight away, they are left to struggle. I feel we have a duty to educate our nursing colleagues as well and simply not view them as our loyal messengers. After all anyone who is equipped with knowledge of human physiology and illness
can easily undertake an ‘ABC’ assessment and instigate some form of initial treatment with the appropriate training. Many doctors view nurses as their inferiors, but the reality is, they are our ears and eyes in the workplace. We should therefore take it upon ourselves to switch simulation on its head and allow them to also dive right in. After all, health care shouldn’t be about our professional insecurities but rather about the patient lying in front of us.
Neel Sharma Honorary Clinical Lecturer, Centre for Medical Education, Barts and the London School of Medicine and Dentistry
Would you like to share an opinion about a nursing issue or an article published in the BJN? Send it to [email protected] with the subject line ‘Letter to the Editor’ and see your letter in an upcoming issue.
1172
© 2013 MA Healthcare Ltd
HAVE YOUR SAY
British Journal of Nursing, 2013, Vol 22, No 20 © MA Healthcare Ltd. Downloaded from magonlinelibrary.com by 129.059.095.115 on September 21, 2016. Use for licensed purposes only. No other uses without permission. All rights reserved.
Nelson Thornes, London Ravert P (2008) Patient simulator sessions and critical thinking. J Nurs Educ 47(12): 557-62 Reeves S (2001) A systematic review of the effects of interprofessional education on staff involved in the care of adults with mental health problems. J Psychiatr Ment Health Nurs 8(6): 533-42 Ricketts B (2011) The role of simulation for learning within pre-registration nursing education - a literature review. Nurse Educ Today 31(7): 650-4 Rothgeb MK (2008) Creating a nursing simulation laboratory: a literature review. J Nurs Educ 47(11): 489-95 Scherer YK, Bruce SA, Runkawatt V (2007) A comparison of clinical simulation and case study presentation on nurse practitioner students’ knowledge and confidence in managing cardiac event. International Journal of Nursing Education Scholarship 4(1): 1-14 Scholes J (2008) Coping with the professional identity crisis: is building resilience the answer? Int J Nurs Stud 45(7): 975-8 Spring H (2010) Theories of learning: models of good practice for evidencebased information skills teaching. Health Info Libr J 27(4): 327-31 Stratton MD (2011) Helping novice perioperative nurses survive and thrive. AORN J 93(4): 425-6 Waldner MH, Olson JK (2007) Taking the patient to the classroom: applying theoretical frameworks to simulation in nursing education. Int J Nurs Educ Scholarsh 4: Article 18. Epub.
LETTER TO THE EDITOR
Medical simulation with a twist Neel Sharma wrote in to BJN about the importance of medical simulation opportunities for nurses.
Dear Editor,
U
ndergraduate and postgraduate training instructors have been quick to recognise that adequate patient exposure is key to gaining experience in the assessment and management of an array of illnesses. The difficulty lies in the ability to gain exposure to such illnesses and finding patients and, of course, senior doctors willing enough to allow students and trainees to dive right in. Mannequin-based simulation has been regarded as a possible solution and evidence in the literature speaks highly of its role in effective replication of clinical scenarios as well as its place in assessment and feedback. During simulation sessions I have attended and delivered, I realised something that’s clearly lacking. For example, a session I
undertook involved me demonstrating my competence in the management of a gastrointestinal bleed after being called by a nursing staff member who noticed new onset peri-rectal bleeding. And a session I helped deliver involved medical students managing a patient with COPD after the nurse had noted a drop in oxygen sats. What we fail to appreciate in such interprofessional learning domains is that surely our nurses should be learning too. After all, they are our guardians of the ward, monitoring patient progress around the clock. And when it may prove difficult to attend to a critically unwell patient straight away, they are left to struggle. I feel we have a duty to educate our nursing colleagues as well and simply not view them as our loyal messengers. After all anyone who is equipped with knowledge of human physiology and illness
can easily undertake an ‘ABC’ assessment and instigate some form of initial treatment with the appropriate training. Many doctors view nurses as their inferiors, but the reality is, they are our ears and eyes in the workplace. We should therefore take it upon ourselves to switch simulation on its head and allow them to also dive right in. After all, health care shouldn’t be about our professional insecurities but rather about the patient lying in front of us.
Neel Sharma Honorary Clinical Lecturer, Centre for Medical Education, Barts and the London School of Medicine and Dentistry
Would you like to share an opinion about a nursing issue or an article published in the BJN? Send it to [email protected] with the subject line ‘Letter to the Editor’ and see your letter in an upcoming issue.
1172
© 2013 MA Healthcare Ltd
HAVE YOUR SAY
British Journal of Nursing, 2013, Vol 22, No 20 © MA Healthcare Ltd. Downloaded from magonlinelibrary.com by 129.059.095.115 on September 21, 2016. Use for licensed purposes only. No other uses without permission. All rights reserved.
