Affordable Simulation Modality in Undergraduate Healthcare Education with Mental Imagery (1090-003985) (Developmental Research Projects: Sim Methods and Learning Theory (By Invitation Only))
Start time: Tuesday, February 2, 2021, 4:00 PM End time: Tuesday, February 2, 2021, 5:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Simulation followed by debriefing has been acknowledged as a fundamental training approach in healthcare education as it can provide safe experiential learning opportunities (1). Although more institutions adopt full-scale simulation in specialised training facilities (2), it has many associated costs (e.g. simulators, maintenance, facilitators…) (3,4). Facilitated mental simulation which is supported with simple visual representations to involve several learners together could be used for cognitive skills rehearsal (5,6,7) face to face or remotely via online video conferencing platforms, which would be particularly useful in a pandemic situation. We call this approach Visual-Enhanced Mental Simulation (VEMS) (8). This study aims to explore the perspectives of nursing students and lecturers concerning VEMS as a simulation modality.
This study (IRB aHSK/PGR/UH/03692(2)) uses a mixed-method approach targeting 150 adult nursing students who will be exposed at least on one occasion as part of their curriculum to either or both full-scale simulation (FSS) and VEMS followed by debriefing. During VEMS, students will be communicating with the patient (a poster) and verbalise their actions while placing equipment and intervention cards around the poster. The FSS will be fully immersive. After the simulation sessions, students will evaluate both modalities using the Simulation Effectiveness Tool-Modified (9) and also returning a demographic questionnaire. For further exploration of students and lecturers’ perspectives about VEMS and its effectiveness, they will be invited to take part in a telephone interview. The lecturers will be from a range of healthcare professions. All of them will receive a VEMS guide to get a better idea of what it is and so they can consider how it could be applied in their respective program.
The quantitative data will be analysed using independent sample t-test with SPSS 24 and the qualitative data will be analysed using thematic analysis with Nvivo 12. We are expecting that both students and the lecturers will positively perceive VEMS. As the facilitation method of VEMS is very similar to full-scale simulation (8), students will be able to practice their non-technical skills. The downside of VEMS can be that student may find difficult to communicate with a poster and have the facilitator vocalising the patient’s voice. Nevertheless, it is expected that students will find this method helpful to practice decision-making skills. Also, for the lecturers, it is a cost-effective and class-based activity which makes it easy to set up and use as a learning activity. We also anticipate that they will find various ways of remotely facilitating VEMS to overcome the challenges of delivering training while maintaining physical distance between students.