Upload
lebao
View
218
Download
5
Embed Size (px)
Citation preview
Running head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Erica Bailey
Dixie State University
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
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.
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
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
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.
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
ANNOTATED BIBLIOGRAPHY 8
is important to make these new nurses feel confident, as that self-esteem will
translate into higher levels of patient care.