“She’s dead!” – Nursing simulation practices: a discourse analysis approach
Background: The literature on nursing education has revealed a growing wave of interest in the use of simulation sessions to promote undergraduate nurses’ learning experiences. This high prevalence of simulation practices in nursing programs has led to opportunities to research this topic from various angles, including its impact on students’ skill performance, self-efficacy, self-confidence, self-satisfaction, and clinical knowledge acquisition. Design and Methods: Participants in this qualitative study included 54 senior female undergraduates enrolled in a critical care nursing course in Saudi Arabia. Recordings were made of six authentic, acute care simulation sessions. One of these sessions was examined in depth using discourse analysis approaches to gain insights into communication in simulation sessions, examining the way students linguistically managed this critical communication, exhibiting their logical, reflective, decision-making, problem-solving, and collaborative work skills and use of communicative strategies. Results: The analyses revealed various training and communication issues including the lack of harmony among the team members (e.g., regarding understanding and performing their assigned roles as well as delegating and conducting delegated tasks) and the students’ inability to effectively communicate with the patient as a valuable source of information and to make appropriate and timely clinical decisions regarding patient assessment. Conclusions: Simulation sessions have been shown to be a promising instructional tool to support nursing education, allowing students to practice in a safe and controlled environment. However, for more effective sessions and to avoid poor simulation sessions, students need to be thoroughly briefed regarding the sessions prior to implementation.
Chiang VC, Chan SS. An evaluation of advanced simulation in nursing: A mixed-method study. Collegian. 2014; 21(4): 257-265.
Durham CF, Alden KR. Enhancing patient safety in nursing education through patient simulation. In: Patient safety and quality: An evidence-based handbook for nurses. Agency for Healthcare Research and Quality (US); 2006: 221-260.
Omer T. Nursing Students' Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience. Journal of Education and Practice. 2016; 7(5): 131-138.
Foronda C, Liu S, Bauman EB. Evaluation of simulation in undergraduate nurse education: An integrative review. Clinical Simulation in Nursing. 2013; 9(10): e409-e416.
Kaddoura MA. New graduate nurses’ perceptions of the effects of clinical simulation on their critical thinking, learning, and confidence. The Journal of Continuing Education in Nursing. 2010; 41(11): 506-516.
Gilbart MK, Hutchison CR, Cusimano MD, Regehr G. A computer-based trauma simulator for teaching trauma management skills. The American Journal of Surgery. 2000; 179(3): 223-228.
Madden C. Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse Education Today. 2006; 26(3): 218-227.
Lin HH. Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills. Technology and Health Care. 2016; 24(s1): S369-S375.
Beyea SC, von Reyn LK, Slattery MJ. A nurse residency program for competency development using human patient simulation. Journal for Nurses in Professional Development. 2007; 23(2): 77-82.
Saied H. The Impact of Simulation on Pediatric Nursing Students' Knowledge, Self-Efficacy, Satisfaction, and Confidence. Journal of Education and Practice. 2017; 8(11): 95-102.
Kuznar KA. Associate degree nursing students' perceptions of learning using a high-fidelity human patient simulator. Teaching and Learning in Nursing. 2007; 2(2): 46-52.
Leigh GT. High-fidelity patient simulation and nursing students' self-efficacy: A review of the literature. International Journal of Nursing Education Scholarship. 2008; 5(1): 1-17.
Alinier G, Hunt WB, Gordon R. Determining the value of simulation in nurse education: study design and initial results. Nurse education in practice. 2004; 4(3): 200-207.
Eggins S, Slade D. Clinical handover as an interactive event: Informational and interactional communication strategies in effective shift-change handovers. Communication & Medicine. 2011; 9(3): 215-227.
Hyland K, Paltridge B. The Bloomsbury companion to discourse analysis. Bloomsbury Companions. Continuum; 2011.
Schiffrin D, Tannen D, Hamilton HE. 27 Discourse and intercultural communication. In: The handbook of discourse analysis. Malden, MA: Blackwell; 2003.
Scheeres H, Slade D, Manidis M, McGregor J, Matthiessen C. Communicating in hospital emergency departments. Prospect Journal. 2008; 23(2): 13-22
Cohen AD. (2005). Strategies for learning and performing L2 speech acts. Intercultural pragmatics. 2005; 2(3): 275-301.
Slade D, Manidis M, McGregor J, et al. Communicating in hospital emergency departments. Springer; 2015.
Joint Commission on Accreditation of Healthcare Organizations. Sentinel Event Statistics—June 30, 2006. Available at: http://www.jointcommission.org /NR/rdonlyres/FA465646-5F5F-4543-AC8FE8AF6571E372/0/root_cause_se.jpg.
Staples S. The Discourse of Nurse-Patient Interactions: Contrasting the communicative styles of US and international nurses (Vol. 72). John Benjamins Publishing Company; 2015.
Vasquez C. The discourse of online consumer reviews. Bloomsbury Publishing Pic; 2014.
Kohn LT, Corrigan JM, Donaldson MS, McKay T, Pike KC. To err is human. Building a Safer Health System. 2000.
Goffman E. Frame analysis: An essay on the organization of experience. Harvard University Press; 1974.
Gross B, Rusin L, Kiesewetter J, Zottmann JM, Fischer MR, Prückner S, et al. Crew resource management training in healthcare: a systematic review of intervention design, training conditions and evaluation. BMJ. 2019; 9(2): e025247.
Mohammad A. A discourse analysis of nursing handoffs: exploring nurse-to-nurse interactions in two hospitals in Saudi Arabia. [dissertation]. University of South Florida; 2017.
- Abstract views: 223
- PDF: 138
- HTML: 0
Copyright (c) 2020 The Author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.