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Running head: ANNOTATED BIBLIOGRAPHY 1 Annotated Bibliography Erica Bailey Dixie State University

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Page 1: Annotated Bibliography - Erica Bailey, BSN, RNebaileybsn.weebly.com/.../annotatedbibliography.docx · Web viewANNOTATED BIBLIOGRAPHY2 ANNOTATED BIBLIOGRAPHY1 ANNOTATED BIBLIOGRAPHY3

Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography

Erica Bailey

Dixie State University

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ANNOTATED BIBLIOGRAPHY 2

Annotated Bibliography

NOTE: 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.

http://dx.doi.org/dx.doi.org /10.1007/s00408-010-9260-5

The 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

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ANNOTATED BIBLIOGRAPHY 3

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 http://search.proquest.com.libproxy.dixie.edu/docview/ 207441903?

accountid=27045

Ms. 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.

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ANNOTATED BIBLIOGRAPHY 4

(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

http://search.proquest.com.libproxy.dixie.edu/nursing/docview/898881237/220EA9F371

E645FEPQ/4?accountid=27045

The 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

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ANNOTATED BIBLIOGRAPHY 5

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

http://search.proquest.com.libproxy.dixie.edu/docview/223312523?accountid=27045

Ms. 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

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ANNOTATED BIBLIOGRAPHY 6

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 http://search.proquest.com.libproxy.dixie.edu/

docview/1269079900?accountid=27045

Authors, 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.

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ANNOTATED BIBLIOGRAPHY 7

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. http://dx.doi.org/http://dx.doi.org.libproxy.

dixie.edu/10.3928/00220124-20100503-05

Mr. 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

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ANNOTATED BIBLIOGRAPHY 8

is important to make these new nurses feel confident, as that self-esteem will

translate into higher levels of patient care.