Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: An integrative literature review
Te whakaurunga mai o te whakataruna whakaahua tūturu ki roto i te akoranga tapuhi paetahi i Aotearoa me Ahitereiria: He arotake tuhinga paihere tikanga
Julie Bowen-Withington MAHlthSci (Nursing), PGDipED, RN, RM, Principal Nursing Lecturer, Te Hoe Ora ki Manawa, Department of Health Practice, Ara Institute of Canterbury, Christchurch, Aotearoa New Zealand
Shelaine Zambas DHSc, RN, Senior Lecturer, Auckland University of Technology, Auckland, Aotearoa New Zealand
Rachel Macdiarmid DHSc, RN, Senior Lecturer, Auckland University of Technology, Auckland, Aotearoa New Zealand
Catherine Cook PhD, RN, Senior Lecturer, Auckland University of Technology, Auckland, Aotearoa New Zealand
Stephen Neville PhD, RN, Head of School, Auckland University of Technology, Auckland, Aotearoa New Zealand
Reference: Bowen-Withington, J., Zambas, S., Macdiarmid, R., Cook, C., & Neville, S. (2020). Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: An integrative literature review. Nursing Praxis in Aotearoa New Zealand, 36(3), 37-50. https://doi.org/10.36951/27034542.2020.013
In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.
Ngā ariā matua
I roto i te akoranga tapuhi paetahi, e whakamahia ana te haumitanga o ngā mahi whakataruna pāpaku, ki te tino tūturu, hei whakangungu i ngā tauira mō te whakanohonga ki ngā wāhi taurima tūroro, mō te mahi tūturu hoki. Tā tēnei arotake he hoatu i tētahi paiheretanga o ngā mea e mōhiotia ana mō te whakamahinga o te whakataruna tino tūturu i ngā hōtaka akoranga tapuhi paetahi i Aotearoa me Ahitereiria. Te whāinga o tēnei arotake he aromātai, he paihere i ngā taunakitanga o tēnei wā mō te whakamahinga o te whakataruna tino tūturu i ēnei hōtaka. I whakamahia tētahi arotake tuhinga paihere tikanga. I hoatu he kupu rapu whāiti me ētahi paearu hao/kōmaka ki ngā raraunga hunga mātanga pēnei i EBSCO, Medline, CINAHL, me te pūkaha rapu e kīa nei ko Google Scholar. I rapua hoki he kōrero i ngā raraunga matihiko mō ngā tuhinga taunakitanga pono i arotakea e ngā hoa ngaio i puta i te reo Ingarihi (2000-2020), i kawea i Aotearoa me Ahitereiria. Tekau mā ono ngā rangahau i tutuki ai ngā paearu hao. Ko ngā tāhuhu matua i tautohutia i tēnei arotake ko te: i) marau tūturu me te whakataruna tino tūturu; ii) ngā hiahia rawa; iii) te taka i ngā whakaari whakataruna; iv) te whakarunga kia rite mō ngā mahi taurima tūroro; me te v) ngā uauatanga mā ngā tauira o te whakataruna. Hei whakamutu atu, kei te whakamahia tonutia ngā wheako ao whakataruna hei tautoko i te akoranga tauira tapuhi paetahi. Kua kitea he nekehanga i te akoranga pūkenga hangarau, ki te whakawhanaketanga pūkenga ngāwari pēnei i te whakawhiti kōrero me ngā mahi ā-tira. Tā tēnei tirohanga ahaoa he hua anō o te whakataruna, he hao i tēnei mea te rawa, ahakoa taputapu, ahakoa wā o te kaiwhakangungu hei hanga whakaari, hei hanga mōkihi akoranga. Ahakoa, he takatika tonu ngā whakaaro o ngā ākonga mō te akoranga ao whakataruna, me ka tika ōna whakahaere.
Keywords / Ngā kupu matua
high-fidelity / tino tūturu; integrative review / arotake tuitui; nursing education / akoranga tapuhi; simulation-based education / akoranga ao whakataruna; undergraduate / paetahi