Contextualizing Learning in a Resuscitation Simulation Experience: A Supportive Approach to Simulation for Novice Learners

Abstract

Introduction: Simulation-based experiences (SBEs) continue to be utilized in undergraduate nursing programs as a teaching strategy to contextualize learning. This is especially important for novice students in a resuscitation SBE, where it is important to learn not only psychomotor skills but also the skills required for teamwork, understanding roles, and communication in teams, inherent to nursing practice.

Background: Undergraduate nursing students desire teaching strategies to support their learning during high impact SBEs, such as cardiopulmonary resuscitation. These strategies need to support novice learners by providing timely feedback on performance, uncover immediate knowledge gaps, and offer opportunities for deliberate practice. An alternate facilitation approach including deliberate practice with multiple in-event short debriefing sessions was compared to the traditional post-event debriefing approach to facilitation in a resuscitation scenario.

Method: Using a mixed-methods descriptive study, a traditional facilitated guided post-event debrief approach to SBE was compared to a facilitated guided in-event approach using rapid cycle deliberate practice and debriefing using the promoting excellence and reflective learning in simulation (PEARLS). Data collection included Likert scale and open-ended survey questions completed post simulation (n = 161).

Results: Quantitative results indicated a higher level of support, improved areas of hand-over communication and early recognition of a deteriorating patient with the facilitator guided in-event group. Qualitative results identified three themes in the facilitator guided in-event group: supportive and deeper level learning, operationalized reflection, and debriefing-in-the-moment.

Conclusion: The facilitator guided in-event group using rapid cycle deliberate practice with PEARLS framework lends to a more supportive approach and a deeper level of learning in simulation with undergraduate student nurses while contextualizing their learning.