Current studentsExisting staffContact us
 

Exploring the extent to which simulation-based education addresses contemporary patient safety priorities: a scoping review

Simple item page
dc.contributor.authorSeaton, P.
dc.contributor.authorLevett Jones, T.
dc.contributor.authorCant, R.
dc.contributor.authorCooper, S.
dc.contributor.authorKelly, M.A.
dc.contributor.authorMcKenna, L.
dc.contributor.authorNg, L.
dc.contributor.authorBogossian, F.
dc.date.issued2019
dc.descriptionData source: Supplementary data, https://doi.org/10.1016/j.colegn.2018.04.006
dc.description.abstractBackground: There is unprecedented increase in use of simulation-based education in healthcare settings. The key driver is improving quality and safety in healthcare. To date, there is limited understanding of the degree to which this goal has been achieved. Aim: This scoping review aimed to explore the extent to which simulation-based education in healthcare has addressed and impacted contemporary patient safety priorities. Methods: Systematic searches of literature (2007-2016) were based on each of 10 patient safety priorities articulated in Australia's National Safety and Quality Health Service Standards and New Zealand's Health, Quality and Safety Indicators and markers. Included primary studies evaluated transferability to practice and/or behavioural change and improved patient outcomes, based on Kirkpatrick's training evaluation model Level 3 and Level 4. Findings: Fifteen papers met inclusion criteria. Studies aligned with four of ten National Safety and Quality Health Service Standards: (3). Preventing and controlling healthcare associated infections; (4). Medication safety; (6). Clinical handover; (9). Recognising and responding to clinical deterioration. The studies were indicative of potential for simulation-based education to have a significant impact on patient safety. Discussion: Studies that qualify as translational science, demonstrating changes in clinician behaviours and improved patient outcomes, are emerging. Little evidence from Australian and New Zealand contexts suggests that outcomes of simulation-based education in this region are not commensurate with the significant government investments. Conclusion: Translational studies, despite being difficult to design and conduct, should form part of a thematic, sustained and cumulative program of simulation-based research to identify translational science.
dc.identifier.citationCollegian, 2019; 26(1):194-203
dc.identifier.doi10.1016/j.colegn.2018.04.006
dc.identifier.issn1322-7696
dc.identifier.issn1876-7575
dc.identifier.urihttps://hdl.handle.net/11541.2/29609
dc.language.isoen
dc.publisherElsevier Science BV
dc.rightsCopyright 2018 Australian College of Nursing Ltd. Published by Elsevier Ltd.
dc.source.urihttps://doi.org/10.1016/j.colegn.2018.04.006
dc.subjecttransferability
dc.subjectcare quality
dc.subjectthe Kirkpatrick model
dc.subjectpatient safety
dc.subjectsimulation
dc.titleExploring the extent to which simulation-based education addresses contemporary patient safety priorities: a scoping review
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916651284301831

Files

Collections