Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills
Simulated practice using high fidelity has been shown to have significant benefits in the medical and nursing field. However, the benefits amongst paramedical and midwifery students are not well known. The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST)...
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| Veröffentlicht in: | Midwifery 2020-08, Vol.87, p.102717-102717, Article 102717 |
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| container_title | Midwifery |
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| creator | McKelvin, Rory McKelvin, Giliane |
| description | Simulated practice using high fidelity has been shown to have significant benefits in the medical and nursing field. However, the benefits amongst paramedical and midwifery students are not well known.
The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST) on midwifery and paramedic students' confidence to perform a skill (basic life support) in real-life stressful and life-threatening scenarios.
A mixed-method approach with an explanatory sequential design was used.
Seventeen first year student midwives and paramedics were recruited from one Higher Education Institution.
A validated confidence questionnaire and focus groups were used to collect data.
Students' confidence following IST was significantly improved when compared to confidence following conventional simulation training (CST); a statistically significant increase of 6.71 (95% CI, 3.57 to 9.84), p |
| doi_str_mv | 10.1016/j.midw.2020.102717 |
| format | Article |
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The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST) on midwifery and paramedic students' confidence to perform a skill (basic life support) in real-life stressful and life-threatening scenarios.
A mixed-method approach with an explanatory sequential design was used.
Seventeen first year student midwives and paramedics were recruited from one Higher Education Institution.
A validated confidence questionnaire and focus groups were used to collect data.
Students' confidence following IST was significantly improved when compared to confidence following conventional simulation training (CST); a statistically significant increase of 6.71 (95% CI, 3.57 to 9.84), p < 0.001. Additionally, five themes were identified; 'Needing a solid foundation', 'The role of peer support' and 'It is just not real' following CST and 'A steep learning curve' and 'A whole new world' following IST.
The study identified the important role of CST to establish a foundation but the need for escalation to IST to ensure deeper learning and preparedness for real life scenarios and should both be integrated in curricula.</description><identifier>ISSN: 0266-6138</identifier><identifier>EISSN: 1532-3099</identifier><identifier>DOI: 10.1016/j.midw.2020.102717</identifier><identifier>PMID: 32353663</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Adult ; Allied Health Personnel - education ; Allied Health Personnel - psychology ; Allied Health Personnel - statistics & numerical data ; Basic life support ; Confidence ; Female ; Focus Groups - methods ; Higher education ; Humans ; Immersive environments ; Male ; Nurse Midwives - education ; Nurse Midwives - psychology ; Nurse Midwives - statistics & numerical data ; Nursing ; Qualitative Research ; Resuscitation - methods ; Resuscitation - standards ; Resuscitation - statistics & numerical data ; Self Efficacy ; Simulation ; Simulation Training - methods ; Simulation Training - standards ; Simulation Training - statistics & numerical data ; Student training ; Surveys and Questionnaires</subject><ispartof>Midwifery, 2020-08, Vol.87, p.102717-102717, Article 102717</ispartof><rights>2020 Elsevier Ltd</rights><rights>Copyright © 2020 Elsevier Ltd. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c400t-6e75c2130071765fc0566f225c4e2774caac53af4cf5952923fa01eb305331e63</citedby><cites>FETCH-LOGICAL-c400t-6e75c2130071765fc0566f225c4e2774caac53af4cf5952923fa01eb305331e63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0266613820300905$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32353663$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McKelvin, Rory</creatorcontrib><creatorcontrib>McKelvin, Giliane</creatorcontrib><title>Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills</title><title>Midwifery</title><addtitle>Midwifery</addtitle><description>Simulated practice using high fidelity has been shown to have significant benefits in the medical and nursing field. However, the benefits amongst paramedical and midwifery students are not well known.
The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST) on midwifery and paramedic students' confidence to perform a skill (basic life support) in real-life stressful and life-threatening scenarios.
A mixed-method approach with an explanatory sequential design was used.
Seventeen first year student midwives and paramedics were recruited from one Higher Education Institution.
A validated confidence questionnaire and focus groups were used to collect data.
Students' confidence following IST was significantly improved when compared to confidence following conventional simulation training (CST); a statistically significant increase of 6.71 (95% CI, 3.57 to 9.84), p < 0.001. Additionally, five themes were identified; 'Needing a solid foundation', 'The role of peer support' and 'It is just not real' following CST and 'A steep learning curve' and 'A whole new world' following IST.
The study identified the important role of CST to establish a foundation but the need for escalation to IST to ensure deeper learning and preparedness for real life scenarios and should both be integrated in curricula.</description><subject>Adult</subject><subject>Allied Health Personnel - education</subject><subject>Allied Health Personnel - psychology</subject><subject>Allied Health Personnel - statistics & numerical data</subject><subject>Basic life support</subject><subject>Confidence</subject><subject>Female</subject><subject>Focus Groups - methods</subject><subject>Higher education</subject><subject>Humans</subject><subject>Immersive environments</subject><subject>Male</subject><subject>Nurse Midwives - education</subject><subject>Nurse Midwives - psychology</subject><subject>Nurse Midwives - statistics & numerical data</subject><subject>Nursing</subject><subject>Qualitative Research</subject><subject>Resuscitation - methods</subject><subject>Resuscitation - standards</subject><subject>Resuscitation - statistics & numerical data</subject><subject>Self Efficacy</subject><subject>Simulation</subject><subject>Simulation Training - methods</subject><subject>Simulation Training - standards</subject><subject>Simulation Training - statistics & numerical data</subject><subject>Student training</subject><subject>Surveys and Questionnaires</subject><issn>0266-6138</issn><issn>1532-3099</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kcGOFCEURYnROO3oD7gwLN1U-4CC6jJuTGdGJ5nEjbMmNPVQ2qIogRozO9f-gb83XyKVHl26gkfOveTdS8hLBlsGTL05boMffmw58PWBd6x7RDZMCt4I6PvHZANcqUYxsTsjz3I-AkDfQveUnAkupFBKbMivqxAwZX-LNPuwjKb4ONGSjJ_89OUt3ccwm1SvtHxF6utgC63E-rN3mO6omQZaERNw8Jbmsgw4lXz_8ze1cXK-ThZpiXTG5GIK9GBy5cYqpnmZ55gKzd_8OObn5IkzY8YXD-c5ubm8-Lz_2Fx_-nC1f3_d2BagNAo7aTkTAHVhJZ0FqZTjXNoWede11hgrhXGtdbKXvOfCGWB4ECCFYKjEOXl98p1T_L5gLjr4bHEczYRxyZqLvlM72EFXUX5CbYo5J3R6Tj6YdKcZ6LUDfdRrEnrtQJ86qKJXD_7LoYbyT_I39Aq8OwFYt7z1mHS2fo1p8Alt0UP0__P_AxcCmxs</recordid><startdate>202008</startdate><enddate>202008</enddate><creator>McKelvin, Rory</creator><creator>McKelvin, Giliane</creator><general>Elsevier Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>202008</creationdate><title>Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills</title><author>McKelvin, Rory ; McKelvin, Giliane</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c400t-6e75c2130071765fc0566f225c4e2774caac53af4cf5952923fa01eb305331e63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adult</topic><topic>Allied Health Personnel - education</topic><topic>Allied Health Personnel - psychology</topic><topic>Allied Health Personnel - statistics & numerical data</topic><topic>Basic life support</topic><topic>Confidence</topic><topic>Female</topic><topic>Focus Groups - methods</topic><topic>Higher education</topic><topic>Humans</topic><topic>Immersive environments</topic><topic>Male</topic><topic>Nurse Midwives - education</topic><topic>Nurse Midwives - psychology</topic><topic>Nurse Midwives - statistics & numerical data</topic><topic>Nursing</topic><topic>Qualitative Research</topic><topic>Resuscitation - methods</topic><topic>Resuscitation - standards</topic><topic>Resuscitation - statistics & numerical data</topic><topic>Self Efficacy</topic><topic>Simulation</topic><topic>Simulation Training - methods</topic><topic>Simulation Training - standards</topic><topic>Simulation Training - statistics & numerical data</topic><topic>Student training</topic><topic>Surveys and Questionnaires</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McKelvin, Rory</creatorcontrib><creatorcontrib>McKelvin, Giliane</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Midwifery</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McKelvin, Rory</au><au>McKelvin, Giliane</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills</atitle><jtitle>Midwifery</jtitle><addtitle>Midwifery</addtitle><date>2020-08</date><risdate>2020</risdate><volume>87</volume><spage>102717</spage><epage>102717</epage><pages>102717-102717</pages><artnum>102717</artnum><issn>0266-6138</issn><eissn>1532-3099</eissn><abstract>Simulated practice using high fidelity has been shown to have significant benefits in the medical and nursing field. However, the benefits amongst paramedical and midwifery students are not well known.
The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST) on midwifery and paramedic students' confidence to perform a skill (basic life support) in real-life stressful and life-threatening scenarios.
A mixed-method approach with an explanatory sequential design was used.
Seventeen first year student midwives and paramedics were recruited from one Higher Education Institution.
A validated confidence questionnaire and focus groups were used to collect data.
Students' confidence following IST was significantly improved when compared to confidence following conventional simulation training (CST); a statistically significant increase of 6.71 (95% CI, 3.57 to 9.84), p < 0.001. Additionally, five themes were identified; 'Needing a solid foundation', 'The role of peer support' and 'It is just not real' following CST and 'A steep learning curve' and 'A whole new world' following IST.
The study identified the important role of CST to establish a foundation but the need for escalation to IST to ensure deeper learning and preparedness for real life scenarios and should both be integrated in curricula.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>32353663</pmid><doi>10.1016/j.midw.2020.102717</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Midwifery, 2020-08, Vol.87, p.102717-102717, Article 102717 |
| issn | 0266-6138 1532-3099 |
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| source | MEDLINE; Elsevier ScienceDirect Journals |
| subjects | Adult Allied Health Personnel - education Allied Health Personnel - psychology Allied Health Personnel - statistics & numerical data Basic life support Confidence Female Focus Groups - methods Higher education Humans Immersive environments Male Nurse Midwives - education Nurse Midwives - psychology Nurse Midwives - statistics & numerical data Nursing Qualitative Research Resuscitation - methods Resuscitation - standards Resuscitation - statistics & numerical data Self Efficacy Simulation Simulation Training - methods Simulation Training - standards Simulation Training - statistics & numerical data Student training Surveys and Questionnaires |
| title | Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills |
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