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Does simulation enhance nurses' ability to assess deteriorating patients?

Bliss, M. and Aitken, L. M. (2018). Does simulation enhance nurses' ability to assess deteriorating patients?. Nurse Education in Practice, 28, pp. 20-26. doi: 10.1016/j.nepr.2017.09.009

Abstract

Recognising and responding to patient deterioration has been identified as a key skill in nursing care to ensure that care is escalated for prompt, efficient management of the potentially critically ill patient. Simulation is one teaching strategy that has been established in nurse education as a method for enhancing skills.

The objective was to explore the experiences of registered nurses to ascertain whether they perceived that simulation enhanced their skills in recognising the deteriorating patient.

An exploratory qualitative design was used. Data were collected from registered nurses using semi-structured interviews following a professional development course where scenario-based simulation had been used to assess the patient. Eight registered nurses were interviewed for this study. Semi-structured interviews were conducted face to face. Verbatim transcripts were analysed using thematic analysis to identify major themes.

Four themes were identified: knowledge, improved assessment skills in caring for the acutely ill patient, the learning environment and decision making. The use of simulation as a strategy was perceived by nurses to improve their own ability in identifying deteriorating patients. The participants described how their knowledge was transferred to clinical practice, with the overall perception that this led to improved patient care.

Publication Type: Article
Additional Information: © 2018, Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Publisher Keywords: Registered nurses, High fidelity simulation, Recognition of deteriorating patients, Post-registration training
Departments: School of Health Sciences > Nursing
URI: http://openaccess.city.ac.uk/id/eprint/19239
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