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Background
While acknowledgement of emotions’ importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of med...
Context in source publication
Context 1
... should be noted that 1 paper that explicitly defined stress did not provide any references (however took a physiological-oriented approach to defining stress) [88]. Figure 4 shows the measurements that stress articles employed. Studies using both self-reports and physiological measures were the most common (33 articles [37, 65- 67, 72, 73, 87, 90, 91, 94, 96, 98, 101, 106-125]; 37.5%), followed by articles solely relying on either self-reports alone (30 articles [56,60,63,64,68,70,71,84,92,95,99,102,103,[126][127][128][129][130][131][132][133][134][135][136][137][138][139][140][141][142]; 34.1%) or physiological measures alone (19 articles [55,62,69,79,86,88,89,93,[143][144][145][146][147][148][149][150][151][152][153]; 21.6%). ...
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Citations
... Research shows a gap between self-reported satisfaction and observed emotions-students may express high satisfaction, but facial analysis reveals signs of anger and stress ( Mano et al., 2019 ). Researchers have proposed models for SBE emotional preparation and debriefing ( Annion et al., 2023 ;Ko & Choi, 2020 ;), although the interaction between the emotions and simulation-based learning is not yet sufficiently understood ( Ahn et al., 2023 ;LeBlanc & Posner, 2022 ;Madsgaard et al., 2022 ). Exploring nursing students' emotions during SBE is important as emotions significantly impact learning ( Madsgaard et al., 2022 ) and therefore, understanding and addressing students' emotions can assist in establishing a nurturing learning atmosphere and better prepare students for professional challenges ( Ahn et al., 2023 ). ...
... Researchers have proposed models for SBE emotional preparation and debriefing ( Annion et al., 2023 ;Ko & Choi, 2020 ;), although the interaction between the emotions and simulation-based learning is not yet sufficiently understood ( Ahn et al., 2023 ;LeBlanc & Posner, 2022 ;Madsgaard et al., 2022 ). Exploring nursing students' emotions during SBE is important as emotions significantly impact learning ( Madsgaard et al., 2022 ) and therefore, understanding and addressing students' emotions can assist in establishing a nurturing learning atmosphere and better prepare students for professional challenges ( Ahn et al., 2023 ). Thus, paying attention to emotions can help train well-prepared professionals ( Ahn et al., 2023 ;Madsgaard et al., 2022 ). ...
... Exploring nursing students' emotions during SBE is important as emotions significantly impact learning ( Madsgaard et al., 2022 ) and therefore, understanding and addressing students' emotions can assist in establishing a nurturing learning atmosphere and better prepare students for professional challenges ( Ahn et al., 2023 ). Thus, paying attention to emotions can help train well-prepared professionals ( Ahn et al., 2023 ;Madsgaard et al., 2022 ). All these previous findings highlight the importance of considering the emotional factors of SBE and, thus, the need for further research to optimize learning outcomes and student well-being in simulated environments. ...
Background
Simulation-based education (SBE) can provide a realistic clinical learning environment to enhance knowledge and self-confidence. Simulation exercises can cause many emotions, but the interaction between emotions and simulation-based learning is not yet fully understood.
Method
Data from day-long simulation events were collected from online written material (diaries and online chats) produced by undergraduate nursing students (N = 56) who were studying at a Finnish university of applied sciences. From autumn 2020 to spring 2022, there were a total of 10 simulation days with 2–4 scenarios per simulation day for a total of 32 scenarios. The datasets were analyzed via thematic analysis.
Results
The simulation process evoked a mix of pleasant and unpleasant emotions among the students. However, unpleasant emotions like stress, tension, anxiety, and others seemed to outweigh the pleasant ones, such as calmness and enthusiasm.
... Therefore, theoretical integration of emotions and stress help broaden the concept of empathetic communication to the patients. Moreover, the nursing simulation educators should encourage the students to reflect on the emotions and the reason for having a positive and negative empathetic experience with their simulated participants [37]. Likewise, encouraging empathetic communications in the simulation laboratory improves the active listening skills and reduces the perceived anxiety levels among nursing students [38]. ...
Background
The importance of nurses' self-awareness and empathy and the effect of high-fidelity simulation in cultivating self-awareness and empathy among students is yet to be explored.
Methods
This study determined the efficacy of high-fidelity simulation on self-awareness and empathy among undergraduate nursing students. A quasi-experimental approach with a one-group pre-posttest design was employed. Self-awareness was assessed using Self-Consciousness Revised Scale (22 items), while empathy was measured with the Kiersmae Chen Empathy Scale (15 items).
Results
Data from 67 participants were analyzed. Analysis revealed no significant difference in students’ self-awareness (t = −0.01, p > 0.05) or empathy (t = −1.92, p > 0.05) pre- and post-high-fidelity simulation. However, there was a notable improvement in cognitive empathy scores. To compare High-fidelity simulation and self-awareness, a one-way ANCOVA was conducted, controlling for gender, GPA, and previous exposure to simulation. The results indicated a non-significant relationship (F (1) = 3.59, p > 0.05). Likewise, High-fidelity simulation and empathy was compared using one-way ANCOVA while controlling for gender, GPA, and previous simulation exposure. The results revealed a non-significant relationship (F(1) = 1.64, p > 0.05).
Conclusion
Though the study findings did not demonstrate significant effects, the observed enhancement in cognitive empathy post-simulation suggests a potential benefit. It is plausible that the intervention dosage was insufficient to induce substantial changes in these skills. Therefore, it is recommended to replicate the study with a larger sample and multiple simulation sessions.
... Moreover, emotions have a significant impact on motivation, the ability to relate to others, and the ability to regulate stress [20]. Among other research [21,22], and building on [23] the theory of the control value of achievement emotions, the definition of emotion can help educators distinguish emotions from other affective phenomena, such as moods and stress, terms closely related to emotions, although they are not interchangeable and can be differentiated [24]. ...
Emotion recognition (ER) is gaining popularity in various fields, including education. The benefits of ER in the classroom for educational purposes, such as improving students’ academic performance, are gradually becoming known. Thus, real-time ER is proving to be a valuable tool for teachers as well as for students. However, its feasibility in educational settings requires further exploration. This review offers learning experiences based on real-time ER with students to explore their potential in learning and in improving their academic achievement. The purpose is to present evidence of good implementation and suggestions for their successful application. The content analysis finds that most of the practices lead to significant improvements in terms of educational purposes. Nevertheless, the analysis identifies problems that might block the implementation of these practices in the classroom and in education; among the obstacles identified are the absence of privacy of the students and the support needs of the students. We conclude that artificial intelligence (AI) and ER are potential tools to approach the needs in ordinary classrooms, although reliable automatic recognition is still a challenge for researchers to achieve the best ER feature in real time, given the high input data variability.
.@russell_peek argues that simulation‐based education offers an opportunity to enhance learning because it evokes an emotional response in learners, rather than despite it doing so.
Background
The emotional experiences of nursing students are linked to learning outcomes. Peer learning is a key component of nursing education and simulation. However, little is known about the emotions of students in the context of peer learning. This study sought to provide an in-depth description of nursing students' emotional experiences when participating with another peer in a simulation activity.
Method
Data were obtained from a study of peer collaborative clinical decision making in simulation. All data related to emotions were extracted, summarized, and interpreted using thematic analytic techniques.
Results
Six themes were identified: (1) experiencing a multitude of emotions; (2) hiding emotions; (3) suppressing emotions; (4) revealing emotions; (5) perceiving peers' emotions; and (6) absorbing peers' emotions.
Conclusion
This study highlights the importance of peer emotion in collaborative simulation and renders important implications for nursing education. [ J Nurs Educ . 2024;63(11):746–754.]
Background
Communication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.
Methods
The data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.
Results
We identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.
Conclusions
A safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.
Background
Simulation-based education in healthcare encompasses a wide array of modalities aimed at providing realistic clinical experiences supported by meticulously designed scenarios. The French-speaking Society for Simulation in Healthcare (SoFraSimS) has developed guidelines to assist educators in the design of scenarios for manikin- or simulated participant- based immersive simulation and procedural simulation, the three mainly used modalities.
Methods
After establishing a French-speaking group of experts within the SoFraSimS network, we performed an extensive literature review with theory-informed practices and personal experiences. We used this approach identify the essential criteria for practice-based scenario design within the three simulation modalities.
Results
We present three comprehensive templates for creating innovative scenarios and simulation sessions, each tailored to the specific characteristics of a simulation modality. The SoFraSimS templates include five sections distributed between the three modalities. The first section contextualizes the scenario by describing the practicalities of the setting, the instructors and learners, and its connection to the educational program. The second section outlines the learning objectives. The third lists all the elements necessary during the preparation phase, describing the educational method used for procedural simulation (such as demonstration, discovery, mastery learning, and deliberate practice). The fourth section addresses the simulation phase, detailing the behaviors the instructor aims to analyze, the embedded triggers, and the anticipated impact on simulation proceedings (natural feedback). This ensures maximum control over the learning experience. Finally, the fifth section compiles elements for post-simulation modifications to enhance future iterations.
Conclusion
We trust that these guidelines will prove valuable to educators seeking to implement simulation-based education and contribute to the standardization of scenarios for healthcare students and professionals. This standardization aims to facilitate communication, comparison of practices and collaboration across different learning and healthcare institutions.
