Standardized language systems for the design of high-fidelity simulation scenarios: A Delphi study

M. Raurell-Torredà, M. Llauradó-Serra, M. Lamoglia-Puig, R. Rifà-Ros, J. L. Díaz-Agea, S. García-Mayor, A. Romero-Collado

Research output: Indexed journal article Articlepeer-review

8 Citations (Scopus)

Abstract

Purpose: This study aimed to identify which of the standardised Nursing Interventions Classification (NIC) activities should be used in the design of clinical cases with high fidelity simulation for educational preparation of undergraduate nursing students in non-technical skills. Design and methods: A three-round Delphi study was carried out: the first round with taxonomy experts, the second round with academic and clinical lecturers with limited experience in the simulation-based learning methodology, and the third round with academic and clinical lecturers having at least two years of simulation experience. The NIC interventions were grouped into two levels of competence in accordance with the undergraduate nursing degree curriculum (1st- and 2nd-year students, the “novice” level; 3rd- and 4th-year students, the “advanced” level). The NIC allows the description of nurse student competencies in multiple clinical scenarios and throughout various contexts: theory, clinical practice and simulation. Findings: The experts identified 163 interventions in 8 areas as relevant and feasible, selecting 42 for the “novice” students, in Nursing Fundamentals (13) and Adult Nursing Care 1 (29), and 97 for the “advanced” students: Maternity Care and Child Health Nursing (18), Mental Health (13), Nursing Care of Older People (12), Community Health Nursing (20) and Adult Nursing Care 2 (34). In addition, 24 interventions were identified as cross-cutting, with training to be provided across all four years of the degree. Conclusion: A total of 163 interventions of the NIC list were selected by experts as being both relevant and feasible to nursing undergraduate education. This creates the favourable framework to design high-fidelity scenarios for the training of non-technical skills according to the competences required and in line with the health care reality. Therefore, enabling an optimal combination of theoretical education by academic lecturers with practical training by clinical lecturers and staff nurses.

Original languageEnglish
Article number104319
JournalNurse Education Today
Volume86
DOIs
Publication statusPublished - Mar 2020

Keywords

  • High-fidelity simulation training
  • Non-technical skills
  • Nursing students
  • Standardised nursing terminology
  • Theory-practice gap

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