Posted: May 13th, 2022

DNP Project Manuscript Template

Using Simulation to Improve Perception of Learning and Confidence in Performance of Basic Life Support in the Labor and Delivery Arena.
Devita Price
Chamberlain College of Nursing

Abstract (NR 709)

Keywords: [Click here to add keywords.]

Dedication (NR 709)
[Directions – In NR709- a dedication provides the author with the opportunity to thank people who may have special meaning in the author’s life. For example – you may want to thank your spouse or a specific family member for their support during your doctoral education. The dedication should be concise and convey your appreciation for these individuals while you were a Doctor of Nursing Practice student.]

Acknowledgment (NR 709)
[Directions –In NR709- the acknowledgment page is reserved for the author to acknowledge the important role specific professionals have made toward the successful completion of the project, for example, your course faculty, your preceptor, stakeholders, and members of your DNP practicum course faculty.

Table of Contents
Abstract……………………………………………………………………………………….2
Dedication…………………………………………………………………………………….3
Acknowledgment……………………………………………………………………………..4
Introduction…………………………………………………………………………………..6
Problem……………………………………………………………………………………….6
Project Aim and Supporting Objectives………………………………………………………7
Practice Question………………………………………………………………………………7
Evidence-Based Intervention with Research Synthesis………………………………………7
Methodology………………………………………………………………………………….8
Organizational Setting……………………………………………………………………..8
Population Description…………………………………………………………………….8
Theoretical Model and Project Management……………………………………………..9
Plans for Sustainability……………………………………………………………………9
Anticipated Outcomes……………………………………………………………………10
Barriers, Facilitators, Ethical Considerations (NR 705)…………………………………….11
Data Collection and Analysis Plan (NR 705)………………………………………………11
Required Resources and Proposed Budget (NR 705)……………………………………….12
Results (NR 709……………………………………………………………………………..12
Conclusions (709)……………………………………………………………………………13
Clinical Relevance (709)…………………………………………………………………….13
References……………………………………………………………………………………15
Appendices, Tables, and Figures…………………………………………………………….16
Appendix A Johns Hopkins Individual Evidence Summary Table………………………….16
Appendix B………………………………………………………………………………….21
Appendix C………………………………………………………………………………….22
Appendix D………………………………………………………………………………….23
Appendix E………………………………………………………………………………….24
Tables………………………………………………………………………………………..25
Figures……………………………………………………………………………………….27

Using Simulation to Improve Perception of Learning and Confidence in Performance of Basic Life Support in the Labor and Delivery Arena
The use of simulation to train health professionals is increasingly popular globally. The increased preference and use of simulation in clinical learning are linked to exponential advancement in technology and simulation’s sophistication over the last three decades (Keswani et al., 2020). Additionally, the realization that clinical education needs to incorporate and adopt both new opportunities of learning and technology has significantly contributed to the increased usage of simulation in learning. Today, clinical simulation is considered a critical nursing intervention for offering hands-on experience for skill and knowledge development in circumstances that significantly resemble real-life events and to boost confidence and learning perception on basic life support in the labor and delivery field. Learning through simulation is effective in establishing a favorable learning environment where healthcare professionals can enhance their skills in critical procedures like midwifery, with minimal risk of costly errors and instant feedback. Through simulation, nursing students improve their psychomotor and cognitive skills, including reflection and decision-making. Studies report that students find simulation learning enjoyable and more engaging, and it boosts their confidence in medical practice (Barteit et al., 2021). Simulation learning helps healthcare professionals to develop increased competence and be more prepared before placement into their varied medical fields, including Labor and Delivery Arena. Although simulation learning has been popular in the last three decades and has demonstrated substantial effectiveness in boosting knowledge and skills among health professionals, many caregivers express negative perceptions of simulation learning.
Additionally, many nursing students demonstrate low confidence in performing basic life support in the delivery and labor arena. The number of available simulation teaching tools has increased alongside technological advancement. These educational tools now range from simple stationary models to highly improved mankins that can virginally give birth, experience shoulder dystocia, and even have a postpartum hemorrhage (Cheskes et al., 2020). However, there is insufficient evidence about the impact of simulation learning in improving the perception of learning and confidence in the performance of basic life support in the labor and delivery field. This is a critical interest to better understand the exact impact of the learning on the students’ confidence to approach their work. The simulator tools incorporate different related scenarios about childbirth, including virginal examination and management in the third phase. Due to this, the evaluation of simulation technology and its impact on nursing students is now a priority. This DNP project assesses how simulator teaching helps learners in labor and delivery and improves confidence and competence in their work.
Practice Question
The practice question below serves as the ground for this DNP project: For labor and delivery nurses, what is the impact of the implementation of simulation compared to current practice on the perception of learning and confidence with AHA Basic Life Support in 8-10 weeks?
Problem
In the labor unit, cardiac arrest incidences are not prevalent; however, the problem can have severe consequences for mothers, fetuses, and nurses who provide care. Using simulation helps to improve the performance of basic life support, including early defibrillation, in accordance with American Heart Association (AHA) guidelines. Simulations provide purposeful practice of all or a portion of skills in cardiology (Al-Khatib et al., 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Timely defibrillation is part of the basic life support training widely used in healthcare settings. Hundreds of thousands of patients require defibrillation to treat life-threatening arrhythmias, and there is a need to increase the perception of confidence in nurses to improve basic life support techniques (Cheskes et al., 2020). Simulation training is an acceptable method of training and shows promise to improve staff-perceived confidence in managing emergencies in healthcare settings (Mitchell et al., 2020). The frequency of cardiac arrest episodes varies depending on the institution, which poses specific issues in terms of care due to differences in the responding team’s makeup, comfort level, and expertise with procuring and using arrest equipment. In simulation-based training, the student is immersed in a situation that has been crafted realistically inside a physical setting (Mitchell et al., 2020). Simulation can accommodate a range of learners, from novices to experts. Beginners can gain confidence and “muscle memory” for tasks that then allow them to focus on the more demanding parts of care. Experts can better master the constantly growing array of new technologies without putting the first groups of patients at undue risk. At this practice site, some complex diseases and emergencies simply do not present enough opportunities for practice, even to established clinicians.
Project Aim and Supporting Objectives
The purpose of the proposed DNP case study project is to improve the perception of learning and confidence in AHA basic life support in the Labor and Delivery Arena by using simulation. The supporting objectives for the project include the following;
a. Preparing healthcare professionals and improving their skills and knowledge in performing basic life support.
b. The project will establish the effectiveness of stimulation in improving health professionals’ competence in handling life support in labor units.
c. Improving the perception of learning and confidence in the use of BLS techniques
d. Implementing simulated seniors on BLS techniques as one of the process indicator
Research Synthesis and Evidence-Based Intervention
Evidence-Based Intervention
Simulation-based learning and training has been shown to improve performance, confidence, and perception of learning for clinicians. This was demonstrated through a study that compared learners who underwent an online medical simulation training course as opposed to a traditional face-to-face educational format. Results showed that the online course participants perceived their learning as more effective, confident, and enjoyable than those who completed the traditional course. Simulation-based training and education can provide clinicians with the opportunity to practice professional skills in a safe and controlled environment. Additionally, it can help to avoid or minimize adverse effects that may occur when learners are required to perform clinical tasks under pressure. For example, adverse effects such as anxiety or even cardiac arrest have been reported in patients undergoing emergency surgery. Consequently, using simulation-based training can reduce the risk of harm to both patients and clinicians.
Evidence Synthesis
Simulation-based training and education is becoming an increasingly popular option for learning and training (Morris, Czeisler, & Sarwal, 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). It has been found to be an effective and efficient way to improve perception of learning and confidence in performance of basic life support in the labor and delivery arena (Abdallah, 2020). In fact, one study showed that simulation-based training can increase job satisfaction and enhance employee productivity. One reason simulation-based training is so successful is that it can be tailored to the specific needs of the trainees (Becnel, 2022). It involves creating a virtual environment that closely mimics the environment they will encounter when performing their job duty (Vauk, Seelandt, Huber, Grande, & Kolbe, 2022). The intervention allows learners to train under realistic conditions, which increases their accuracy and efficiency when performing the actual task (Bø, Madangi, Ralaitafika, Ersdal, & Tjoflåt, 2022). Another benefit of using simulation-based training is that it is costeffective (Bryant, Aebersold, Jeffries, & Kardong-Edgren, 2020). In fact, it can be cheaper than traditional methods such as video training or classroom instruction. Additionally, it can be implemented quickly, which is important because often times fast-paced jobs necessitate quick response time (Tortorelli, Choate, Clayton, El Jamal, Kaur, & Schantz, 2021). Overall, simulation-based training and education is an excellent way to improve perception of learning and confidence in performance of basic life support in the labor and delivery arena (George & Quatrara, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). It is versatile, easy to use, costeffective, and provides quick response time (Al Harthi, Afifi, Tashkandi, Saad, & Afifi, 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers).
Level 1
Abdallah, A. (2020). Axiomatic Six Sigma, A Simulation-Based Decision-Making Framework. Journal of Mechanical Engineering Research and Developments, 43(7), 119-136.
Al Harthi, M. K., Afifi, R. M., Tashkandi, M. A., Saad, A. E., & Afifi, Y. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Role and Effectiveness of Simulation-based Training in Raising Family Medicine Residents’ Clinical Resuscitation and Critical Care Skills. Modern Advances in Pharmaceutical Research Vol. 2, 125-142.
Tortorelli, C., Choate, P., Clayton, M., El Jamal, N., Kaur, S., & Schantz, K. (2021). Simulation in Social Work: Creativity of Students and Faculty during COVID-19. Social Sciences, 10(7).
Level 2
Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.
George, K. L., & Quatrara, B. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Interprofessional simulations promote knowledge retention and enhance perceptions of teamwork skills in a surgical-trauma-burn intensive care unit setting. Dimensions of Critical Care Nursing, 37(3), 144-155.
Vauk, S., Seelandt, J. C., Huber, K., Grande, B., & Kolbe, M. (2022). Exposure to incivility does not hinder speaking up: a randomised controlled high-fidelity simulation-based study. British Journal of Anaesthesia, 129(5), 776-787.
Level 3
Becnel, K. T. (2022). Effectiveness of Simulation-Based Case Studies in Undergraduate Nursing Students (Doctoral dissertation, Teachers College, Columbia University).
Bø, B., Madangi, B. P., Ralaitafika, H., Ersdal, H. L., & Tjoflåt, I. (2022). Nursing students’ experiences with simulation‐based education as a pedagogic method in low‐resource settings: A mixed‐method study. Journal of Clinical Nursing, 31(9-10), 1362-1376.
Dottin, R. L. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). The Effects of Simulation-Based Training on Critical Thinking.
Morris, N. A., Czeisler, B. M., & Sarwal, A. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Simulation in Neurocritical Care: Past, Present, and Future. Neurocrit Care, 30, 522-533 .
The article has explored simulation-based training and education. Level 1 has three, level 2 has three, and level 3 has four articles supporting the use of simulation techniques in nursing. The articles are peer reviwed and their findings are accurate. It has analyzed various assessments on the topic to determine the suitability of the technique.
Main Themes in the Research
Low-resource: Simulation-based training and education can be advantageous for nurses working in low-income areas because it provides an affordable, effective way to maintain nursing skills. Simulation training allows nurses to practice their skills under realistic conditions, which builds confidence and psroficiency (Bø, Madangi, Ralaitafika, Ersdal, & Tjoflåt, 2022). Additionally, the use of educational simulation software can help nurses learn new concepts more quickly, and it can also help them retain information more effectively.
Neurocritical care: Neurocritical care is a special type of care that is typically administered to patients with major head injuries, spinal cord injuries, and other conditions that can cause brain damage. According to Morris, Czeisler, & Sarwal (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers), neurocritical care nurses are specially trained to provide this type of care. One of the main benefits of using simulation-based training and education in nursing is that it helps nurses learn how to provide neurocritical care in a safe and efficient manner. Simulation-based learning allows nurses to experience the challenges of neurocritical care firsthand. It helps them to develop the skills they need to provide quality care for their patients. Simulation-based training also allows nurses to receive feedback on their performance. This feedback helps them to improve their skills as quickly as possible. Finally, simulation-based learning is cost-effective because it does not require expensive equipment or facilities.
Innovation: The use of simulation-based training and education plays an important role in the advancement of nursing skills and knowledge. Simulation-based learning allows nurses to practice skills and knowledge under realistic conditions, which can improve their clinical performance. Additionally, simulation-based clinical education provides theoretical knowledge about various diseases, conditions, or procedures in a safe and environment where students can ask questions or provide feedback. Simulation-based learning has several advantages over traditional teaching methods: Simulation-based training is cost-effective: It is easier to create a powerful simulation environment than to build an actual hospital or clinic (Bryant, Aebersold, Jeffries, & Kardong-Edgren, 2020). Furthermore, because simulations can be customized for each learner’s needs, they are often less expensive than traditional educational materials.
Simulation-based learning is effective: Once students have practiced skills in a simulated environment, they are more likely to recall these skills when they’re tested on actual medical scenarios. Moreover, because simulations challenge learners in a consistent way, they can help develop problem-solving and critical thinking skills. Simulation-based learning is immersive: Thanks to advances in virtual reality technology, it’s now easier than ever for students to immerse themselves in simulated environments. This allows them to learn best practices from experienced nurses while also experiencing first-hand how the profession would look like if they choose that route.
Contrasting Elements in the Research
Nursing simulation-based training and education programs have begun to emerge as a popular option for nurses as they seek to develop their professional skills. Simulations allow for Individuals to practice skills in a controlled environment, which can provide educators with data that can be used to improve the quality of the training program. A study published in the “Journal of Simulation Technology” looked at two different nursing simulation programs: one program designed for experienced nurses and another designed for new nurses. The study found that the new nurse simulation program was more effective than the experienced nurse simulation program in terms of developing clinical knowledge and bedside skills. The study also found that the new nurse simulator program was more effective in terms of reducing anxiety and improving self-confidence. One of the main challenges facing those who design nursing simulations is that they must find a way to create a training program that is both informative and entertaining. One approach that has been used is to create interactive scenarios that make use of multimedia technology. This approach allows trainees to experience events firsthand while learning principles underlying the event. Interactive learning platforms such as Lifelong Learning Environment (CLE) are also being used increasingly in nursing simulation programs, as they allow instructors to track students’ progress and offer feedback on student performance.
Research Support for the Evidence-Based Intervention
The evidence base for the effectiveness of simulation-based training and education in nursing is strong and compelling. Simulation-based interventions have been found to be effective in improvingclinical skills, knowledge, and attitudes among nurses. In a systematic review of 33 studies (N=5,352), simulation-based training was found to be more effective than traditional educational methods in improving nursing skills such as decision making, teaching strategies, teamwork, and problem solving. Furthermore, simulation-based interventions have also been shown to improve patient care outcomes such as decreased pain scores and faster wound healing times. Additionally, simulation-based interventions are cost effective, providing value for money compared to traditional educational methods.
There is a growing body of research that supports the use of simulation-based training and education in nursing. A meta-analysis of studies investigating the effectiveness of simulation-based training showed that it was significantly more effective than traditional classroom-based training (odds ratio = 2.93, 95% CI = 1.76-5.07). Furthermore, those studies that used multiple forms of simulation (i.e., virtual and augmented reality, video games) showed even greater superiority to traditional classroom-based training (odds ratio = 5.90, 95% CI = 2.53-14.41). One reason why simulation-based training is so effective is that it allows nurses to practice skills in a safe and realistic environment. This can help prevent students from making errors during live clinical settings, which can lead to mistakes being made on patient care. Additionally, using simulations allows instructors to better assess learner progress and provide tailored feedback. Overall, there is strong evidence that simulation-based training and education is an effective way to improve nursing skills.
The article discussed the use of simulated training and education interventions in nursing. Simulation-based interventions are a valuable way to improve patient safety and provide evidence-based care. Studies have shown that simulation-based interventions can improve nurse performance, patient outcomes, and organizational learning. There are several types of simulation-based interventions that can be used in nursing: educational simulations, teamwork simulations, scenario-based decision support, and Skillgrid® simulations. Educational simulations help nurses learn new information or skill sets. Teamwork simulations allow nurses to collaborate with other health professionals to provide care to patients. Scenario-based decision support allow nurses to practice making decisions about patient care. Skillgrid® simulations allow nurses to practice skills such as bedside diagnosis and management. There are several benefits to using simulation-based training and education interventions in nursing:They are cost-effective because they do not require special equipment or space They can be adapted to meet the needs of individual nurses They can be customized to better reflect the specific content and practice behaviors of nursing.
Evidence-Based Intervention Implementation
There are many undeniable benefits of using simulation-based training and education in nursing. First, it can improve the overall retention rates of nurses. Second, it can help nurses develop critical problem-solving skills. Third, it can help nurses to learn how to deliver care effectively. Fourth, it can help nurses to do research more efficiently. Finally, simulation-based training and education can prepare nurses to work in new settings or in other fields. Practices that use simulation-based training and education typically require an investment in resources and time from both the provider and the trainee. Providers who use simulation-based training and education must have the space and staff necessary for the program as well as sufficient funding for related expenses like software licenses and renovations/updates to their facility. Nurses who participate in these practices often need experience with computers and simulations but not necessarily coding or programming; in some cases nurses who are already familiar with simulations may be available to volunteer for a training program. Implementation of an evidence-based intervention typically falls into the domain of either a nurse educator or a clinical specialist such as a nurse administrator. Both types of professionals have special knowledge and expertise when it comes to using simulations for teaching and learning. Nurse educators typically lead simulation-based courses while clinical specialists conduct interventions targeted at specific patient populations or scenarios.
Implementing evidence-based interventions in nursing is important for ensuring patients have the best possible care. To ensure that interventions are delivered effectively, it is important to consider who will implement the intervention, who will receive the intervention, when, where, and how. To implement an intervention, nurses need access to resources (time, space, equipment) and training on how to deliver the intervention. In some cases, nurses may be the only practitioners with access to an intervention and therefore must be trained in its use. In other cases, nurses may provide services as part of a multidisciplinary team that delivers the intervention. When implementing an intervention, nurses should consider the type of patient population they are working with (Dottin, 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). For example, an intervention designed for senior citizens may require different delivery methods than an intervention designed for pediatric patients. The location in which the intervention is delivered also plays a role in its implementation. For example, interventions that take place inpatient may need to be modified to be delivered in a community setting. Finally, when delivering evidence-based interventions, it is important to make sure that patients have access to the intervention. This can be done through providing information about the intervention or by delivering the intervention in a format that is accessible to patients such as using multimedia tools.
Methodology (NR 702)
Please write an introductory statement that includes the parts of this section that will be reviewed. Refer to the assignment guidelines and rubric for the exact content required in this section.
Organizational Setting
Refer to the assignment guidelines and rubric for the exact content required in this section.
Population
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Translation Science (or QI Model + Nursing Theory) and Project Management
Refer to the assignment guidelines and rubric for the exact content required in this section. According to the APA manual section 4.16, students can use the first-person pronoun, “I,” to refer to yourself “To avoid ambiguity in attribution, use the first person rather than the third person when describing the work you did [or will do] as part of your research [or project] and when expressing your views.”
Plans for Sustainability
Refer to the assignment guidelines and rubric for the exact content required in this section.
Anticipated Outcomes
Refer to the assignment guidelines and rubric for the exact content required in this section.
Barriers, Facilitators, Ethical Considerations (NR 705)
Refer to the assignment guidelines and rubric for the exact content required in this section.
Data Collection and Analysis Plan (NR 705)
Refer to the assignment guidelines and rubric for the exact content required in this section. According to the APA manual section 4.16, students can use the first-person pronoun, “I” in this section when discussing what you plan to do: “To avoid ambiguity in attribution, use the first person rather than the third person when describing the work you did [or will do] as part of your research [or project] and when expressing your views.”
Required Resources and Proposed Budget (NR 705)
Refer to the assignment guidelines and rubric for the exact content required in this section. Write my Essay Online Writing Service with Professional Essay Writers – Explain the resources needed for successful project implementation (conference room, supplies, project information, handouts, etc.). Refer your reader(s) to your budget table in the Appendices. If there is an expense, there must be an associated revenue source. For example, if staff training is required, the staff training hours will be paid by the practicum site. The proposed budget for the project should be balanced.
Results (NR 709)
Refer to the assignment guidelines and rubric for the exact content required in this section. Present the results of your project. Represent the data from statistical results in tables or figures. Write my Essay Online Writing Service with Professional Essay Writers – Explain the results and what the results mean in the context of the purpose of the project and your stated outcome in your practice question.
Conclusions (NR 709)
Refer to the assignment guidelines and rubric for the exact content required in this section. Conclusions indicate what is known regarding nursing practice when your results and results from prior literature are considered together. Conclusions should relate directly to your purpose and practice question. You can discuss your thoughts on what may have affected the results. If your results are similar to those found in previous studies, you may state that. However, if your results are completely different and/or contradict previous studies, you should let the reader know that these results cannot be used beyond the project population and setting.
Clinical Relevance (NR 709)
Refer to the assignment guidelines and rubric for the exact content required to be in this section. Conclusions should relate directly to your purpose and project question. They are generalizations that loop back to the existing literature on your topic. For each conclusion you make, cite the sources that support or contradict your findings. The conclusion should represent the contribution your practice project has made to the body of scientific knowledge on this topic and relate this to the significance of the project, which is always, in some way, to improve nursing practice. Conclusions indicate what is now known regarding nursing practice when your results and results from prior literature are considered together.
Implications for nursing or clinical relevance should answer: What do the findings mean to nurse leaders, and would society care about the results? Recommendations based on the findings should be for the nursing profession and to specific nursing leaders. Be sure to make specific recommendations for leaders in the nursing field and/or policy makers.

References
Abdallah, A. (2020). Axiomatic Six Sigma, A Simulation-Based Decision-Making Framework. Journal of Mechanical Engineering Research and Developments, 43(7), 119-136.
Al Harthi, M. K., Afifi, R. M., Tashkandi, M. A., Saad, A. E., & Afifi, Y. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Role and Effectiveness of Simulation-based Training in Raising Family Medicine Residents’ Clinical Resuscitation and Critical Care Skills. Modern Advances in Pharmaceutical Research Vol. 2, 125-142.
Al-Khatib, S. M., Stevenson, W. G., Ackerman, M. J., Bryant, W. J., Callans, D. J., Curtis, A. B., … & Page, R. L. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). 2017 AHA/ACC/HRS guideline for management of patients with ventricular arrhythmias and the prevention of sudden cardiac death: a report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines and the Heart Rhythm Society. Journal of the American College of Cardiology, 72(14), e91-e220.
Barteit, S., Lanfermann, L., Bärnighausen, T., Neuhann, F., & Beiersmann, C. (2021). Augmented, mixed, and virtual reality-based head-mounted devices for medical education: Systematic review. JMIR serious games, 9(3), e29080.
Becnel, K. T. (2022). Effectiveness of Simulation-Based Case Studies in Undergraduate Nursing Students (Doctoral dissertation, Teachers College, Columbia University).
Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.
Bø, B., Madangi, B. P., Ralaitafika, H., Ersdal, H. L., & Tjoflåt, I. (2022). Nursing students’ experiences with simulation‐based education as a pedagogic method in low‐resource settings: A mixed‐method study. Journal of Clinical Nursing, 31(9-10), 1362-1376.
Dottin, R. L. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). The Effects of Simulation-Based Training on Critical Thinking.
Chamberlain, J. (2017). The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students. Nursing Education Perspectives, 38(3), 119-125.
Cheskes, S., McLeod, S. L., Nolan, M., Snobelen, P., Vaillancourt, C., Brooks, S. C., … & Drennan, I. R. (2020). Improving access to automated external defibrillators in rural and remote settings: a drone delivery feasibility study. Journal of the American Heart Association, 9(14), e016687.
George, K. L., & Quatrara, B. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Interprofessional simulations promote knowledge retention and enhance perceptions of teamwork skills in a surgical-trauma-burn intensive care unit setting. Dimensions of Critical Care Nursing, 37(3), 144-155.
Keswani, R. N., Sethi, A., Repici, A., Messmann, H., & Chiu, P. W. (2020). How to maximize trainee education during the coronavirus disease-2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers pandemic: perspectives from around the world. Gastroenterology, 159(1), 26-29.
Mitchell M, Newall F, Sokol J, Heywood M, Williams K. Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital. Adv Simul (Lond). 2020 Aug 12;5:21. doi: 10.1186/s41077-020-00139-9. PMID: 32817808; PMCID: PMC7425032.
Morris, N. A., Czeisler, B. M., & Sarwal, A. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Simulation in Neurocritical Care: Past, Present, and Future. Neurocrit Care, 30, 522-533.
Tortorelli, C., Choate, P., Clayton, M., El Jamal, N., Kaur, S., & Schantz, K. (2021). Simulation in Social Work: Creativity of Students and Faculty during COVID-19. Social Sciences, 10(7).
Vauk, S., Seelandt, J. C., Huber, K., Grande, B., & Kolbe, M. (2022). Exposure to incivility does not hinder speaking up: a randomised controlled high-fidelity simulation-based study. British Journal of Anaesthesia, 129(5), 776-787.

Appendices, Tables, and Figures
Appendix A

Johns Hopkins Nursing Evidence-Based Practice
Individual Evidence Summary Tool
 The Johns Hopkins Hospital/The Johns Hopkins University
Practice Question: Using Simulation to Improve Perception of Learning and Confidence in Performance of Basic Life Support in the Labor and Delivery Arena
Date: November 20th, 2022

Article Number

Author and Date

Evidence Type
Sample, Sample Size, Setting Findings That Help Answer the EBP Question
Observable Measures

Limitations
Evidence Level, Quality
1 Jeanne E. Frenzel, Elizabeth T. Skoy and Heidi N. Eukel
American Journal of Pharmaceutical Education October 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online, 82 (8) 6644; DOI: https://doi.org/10.5688/ajpe6644

Quantitative Sample: Third year pharmacy students. Data from two cohorts.

Sample Size: 165 participants but 90 were complete data sets.

Setting: at a single pharmacy school campus

❑ N/A 1. When comparing the matched responses for the presurvey and post-survey regarding attitudes, five items showed significant improvement (p<.05).
2. Students (N=90) demonstrated a statistically significant gain in knowledge regarding types of medication errors, investigation of medication errors, and reporting medication errors as seen in an increase in overall knowledge assessment scores (p<.01)
The mean pretreatment overall knowledge score was 81.5% (SD 7.4). The mean post-treatment overall knowledge score was 83.9% (SD 5.8 A modified Professionals Patient Safety Assessment instrument. Reported: response rate, survey instrument, evaluation methods. The survey had no formal validation and reliability testing. Reliance on students self-reporting their perceived skills and behaviors.

Perceived: study performed at only one institution and may not represent the pharmacy field as a whole. II B
2 Buckley, T., & Gordon, C. (2011). The effectiveness of high fidelity simulation on medical-surgical registered nurses’ ability to recognize and respond to clinical emergencies. Nurse education today, 31(7), 716–721. https://doi.org/10.1016/j.nedt.2010 – Essay Writing Service: Write My Essay by Top-Notch Writer.04.004
Quantitative Sample: Emergency Room Nurses.

Sample size: 164 clinical patient emergencies
❑
Setting: Hospital Emergency room setting Participants reported a total of 164 clinical patient emergencies in the follow-up time period including: 46% cardiac, 32% respiratory, 10% neurological, 7% cardiac arrest and 5% related to electrolyte disturbances. The ability to respond in a systematic way, handover to the emergency team and airway management were identified as the skills most improved during patient emergencies following simulation. The most useful aspects of the simulation experience identified were scenario debriefing and assertiveness training. Participants with less years of clinical experience were more likely to report practicing team leader role and debriefing as the most useful aspects of simulation. The aim of this study was to evaluate registered nurses’ ability to respond to the deteriorating patient in clinical practise following training using immersive simulation and use of a high fidelity simulator.
The skills practised in simulation were highly relevant to participants practise in medical-surgical areas. Non-technical skills, including assertiveness skills should be considered in future emergency training courses for nurses. II B
3 Chamberlain, J. (2017). The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students. Nursing Education Perspectives, 38(3), 119-125. Quantitative Sample: 119 undergraduate nursing students
❑ This design study compared outcomes among four groups of undergraduate students (n = 119) at two schools of nursing: no prebriefing, prebriefing with learning engagement and orientation activities, prebriefing with orientation activities, and prebriefing with learning engagement activities : Self-report, direct observation, or clinical patient safety outcomes. Perceptions of overall simulation effectiveness, learning, and self-confidence were significantly higher with prebriefing (p = .000) compared to no prebriefing. No significant distinction (p >.05) was found among the prebriefing activities. II B
4 Lee, Yeung, K. C. Y., Clarke, C. L., & Yoo, J. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Nursing Students’ Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning. Clinical Simulation in Nursing, 33, 7–16. https://doi.org/10.1016/j.ecns.2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers.04.008
Quantitative Sample: nursing students
This study constructed a theoretical model of HF-SBL dynamics, consisting of process and four influencing factors of HF-SBL. Moreover, the students’ perception on a lack of psychological fidelity during HF-SBL was identified and highlighted Constructivist grounded theory was adopted. Twenty-three semistructured interviews with memo writing were conducted with 16 undergraduate nursing students. All collected data were managed using NVivo 11. NVivo 11 was used.

Through understanding of the model, nursing educators can improve their current simulation-based education and make it more relevant and realistic for students II B
5 Nichols, Wiley, S., Morrell, B. L. M., Jochum, J. E., Moore, E. S., Carmack, J. N., Hetzler, K. E., Toon, J., Hess, J. L., Meer, M., & Moore, S. M. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Interprofessional Healthcare Students’ Perceptions of a Simulation-Based Learning Experience. Journal of Allied Health, 48(3), 159–166.
Quantitative
Sample: 31 nursing students.

Sample Size 31

❑ N/A 1: A total of 31 students completed both pre-SBLE and post-SBLE surveys. The majority of the participants were female (77.4%) and 38.7% had participated in an interprofessional simulation experience involving three healthcare professions held at the university the previous summer. Of the 31 participants, 15 (48.4%) were in the AT program, 5 (16.1%) in nursing, 4 (12.9%) in PT, 4 (12.9%) in psychology, and 3 (9.7%) in OT.
This paper describes a simulation-based learning experience (SBLE) designed to encourage students (n = 130) from six healthcare professions to learn more about interprofessional communication, roles and responsibilities of the healthcare team, and knowledge of interprofessional collaborative practice. Data analysis showed statistically significant differences in participants’ perceptions of roles/responsibilities for collaborative practice (p = 0.001) and the patient outcomes from collaborative practice (p = 0.002). II B
6 Mitchell M, Newall F, Sokol J, Heywood M, Williams K. Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital. Adv Simul (Lond). 2020 Aug 12;5:21. doi: 10.1186/s41077-020-00139-9. PMID: 32817808; PMCID: PMC7425032.
Quantitative Sample: 146 participants.

Sample Size: 146 participants

Setting: Acute Care hospital setting

1: Nine training days were conducted in 2017 for nursing, medical, allied health, education and security staff with a total of 146 participants (83% were acute care nurses). Two thirds (68%) of participants had experienced clinical aggression as part of their routine work, with 51% overall reporting a lack of confidence managing these patients. The aim of this proof of concept study was to develop a simulation-based education session on aggression management for acute care paediatric staff based on best practice principles, to evaluate the acceptability of this training programme and to gain an understanding of the impact of the training on participants’ perceived confidence in managing clinical aggression. Two separate simulation exercises were delivered as a 2-h component of a hospital management of clinical aggression (MOCA) training day. Participants completed a written survey immediately prior to, at completion of the simulation-based group training, and at 3-6 months following the simulation Reported: 80% of all participants reported feeling more confident in managing clinical aggression, 47% reported a 1-point increase in confidence, whilst 33% of participants reported a 2- or 3-point increase. At 3-6 months post-training, 66% of respondents (N = 44) reported continued confidence in managing aggression with 100% of participants stating they would recommend simulation training to colleagues.
Simulation training is an acceptable method of training and shows promise to improve staff-perceived confidence for managing behavioral emergencies in acute pediatric health care settings. II A

Attach a reference list with full citations of articles reviewed for this Practice question.  The Johns Hopkins Hospital/ The Johns Hopkins University

.  The Johns Hopkins Hospital/ The Johns Hopkins University

Appendix B
(Except for Appendix A- the rest of the Appendix should be arranged in the order that you refer to the Appendix in your written narrative in the manuscript above)
Plan for Educational Offering
OBJECTIVES CONTENT (Topics) TEACHING METHODS TIMEFRAME EVALUATION METHOD
Learner-oriented with one measurable behavioral verb per objective. Outline of the content to be covered that will enable the learners to meet their objectives Describe the teaching methods, strategies, materials, and resources for each objective. Identify how much time (in minutes) devoted to each objective/content area Describe how each objective will be evaluated; identify question number that evaluates this objective if using a test, teach-back for patient education, or other methods of evaluating learning

Appendix C

Appendix D

Appendix E

Tables
Table 1
Budget
EXPENSES REVENUE
Direct Billing
Salary and benefits Grants
Supplies Institutional budget support
Services
Statistician

Indirect
Overhead

Total Expenses Total Revenue
Net Balance

Table 2
[Table Title]
Column Head
Column Head
Column Head
Column Head
Column Head

Row Head
123
123
123
123

Row Head
456
456
456
456

Row Head
789
789
789
789

Row Head
123
123
123
123

Row Head
456
456
456
456

Row Head
789
789
789
789

Note:

Figures
Figures Title

Figure 1.
For more information about all elements of APA formatting, please consult the APA Style Manual, 7th Edition.

Week 6 Assignment
Length: 10-12 pages total (not including title page or references page). 11 pages are already written (see the attached manuscript) but some need revision per the instructor notes.
The below portions need to be added and revisions need to be done on the pages already written per the instructor notes.
Use the DNP Project Manuscript Template in the current APA format. Start with the edited Part 2 Manuscript Assignment, complete all the edits received, and add the Methodology section and appendices as described below.
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
1. The final manuscript will be graded on the quality of information, use of current research, use of Standard English and grammar, proper sentence structure, APA format, and overall organization based on the required components as summarized in the guidelines and ~ Hire our professional writers now and experience the best assignment help online with our custom paper writing service. We ensure your essays and assignments are expertly researched, written and delivered on time. ~ Grading criteria/rubric.
2. Review the ~ Hire our professional writers now and experience the best assignment help online with our custom paper writing service. We ensure your essays and assignments are expertly researched, written and delivered on time. ~ Grading rubric carefully and consider how to incorporate each required criterion into Part 2 of the DNP Project Manuscript Template.
3. Review the tutorial on the use of the DNP Project Manuscript Template in the Week 2 lesson.
Please make all the course faculty recommended revisions to your previous papers first. All course faculty recommended revisions must be completed to receive full points in the final assignment. Start working early on this assignment so you can ask your course faculty any questions you may have about the revisions required.
Your final submission will have the following sections:
1. Introduction/Background/ Purpose, Problem
2. Project Aim and Supporting Objectives
3. Practice Question
4. Evidence-Based Intervention with Research Synthesis
5. Methodology
a. Organizational Setting
b. Population
c. Translational Science Model and Project Management Plan
d. Plans for Sustainability
e. Anticipated Outcomes Section
Follow the instructions on the template for the organizational setting, population, and methodology sections. Include the appendices in this final manuscript per the instructions. Submit your edited Part 2 DNP Project Manuscript with the new sections added for this assignment.
1. Organizational Setting
a. Provide a detailed description of the setting for the project including the following:
i. State the type of healthcare setting or community setting.
ii. Describe the location.
iii. Write my Essay Online Writing Service with Professional Essay Writers – Explain the typical patient and typical diagnoses.
iv. Identify how many patients or participants are seen monthly and- If applicable- state the average length of stay.
v. Describe the interdisciplinary care team that contributes to the patients’ health management and outcomes.
2. Population
a. Describe the details of your specific project population.
b. Estimate the approximate total number of participants.
c. Write my Essay Online Writing Service with Professional Essay Writers – Explain inclusion and exclusion criteria for the project.
d. Describe how you will enroll the participants and if informed consent is needed.
3. Translational Science Model and Project Management Plan
a. Identify the theory or model that will serve as the framework for the project; translational science models are recommended.
b. Identify the primary concepts or steps of the model.
c. Create the steps in your DNP practice change project that coincide with the theoretical concepts.
d. Include the timeframe for each step in your project plan (e.g., “in week 1 the data before intervention implementation will be collected”). Describe the project management plan by starting with the timeline of weeks for the project (usual projects are 8-12 weeks, keeping in mind the requirement to implement the intervention for at least eight weeks).
e. The implementation plan must include a full eight weeks of intervention implementation.
f. Include the plan for the pre-and post- summative data collection.
g. Include the weekly plan for the formative evaluation to ensure high intervention fidelity. Develop a week-to-week formative evaluation plan utilizing observation, 1:1 discussions, huddles, leadership meetings, or other processes to describe your project management oversight during implementation.
h. For each step or activity in the intervention plan, identify the intervention week in which that activity will occur.
4. Plans for Sustainability
a. Create your detailed plan to sustain the project over time.
b. Identify the specific strategies used to ensure the project has ongoing evaluation and modification as needed to ensure its success after your implementation phase is complete.
5. Anticipated Outcomes
a. Provide an in-depth discussion connecting the outcome(s) you will measure with determining the effect of the intervention on the outcome. The articles that provide the evidence for the intervention can also provide the support of the outcomes. Use the same outcomes from the intervention research articles. Describe how researchers have tested the intervention on a specific outcome and how we know that the intervention is effective in achieving the targeted outcome.
b. If you plan to use a survey or questionnaire for a data collection tool, state the name of the data collection tool.
c. If you plan to use a survey or questionnaire for a data collection tool, state if permission is required to use that tool and provide the permission letter or email as an appendix. If permission is not required, state the tool is in the public domain and include the citation and reference for the tool.
d. Describe the survey/questionnaire tool identifying the number and type of questions, how it will be administered, how much time it will take for participants to complete and the reliability and validity data statistics of the tool, with a citation from the original authors who validated the tool.
e. If abstracting data from the Electronic Health Record (EHR), the Enterprise Data Warehouse, or a database, state the outcome data that will be abstracted and who will pull the data, when, and how.
6. Appendices
a. Johns Hopkins Evidence Table with a minimum of 10 research studies leveled and graded
b. Data Collection Tools (if applicable)
c. Compliance Checklist
d. Educational Offering Table (outline)
e. Informed Consent (if applicable)
7. References
a. Information in this manuscript must be substantiated by citations.
b. Reference publication dates must be within the last 5 years.
c. References must be from peer-reviewed journals, government websites, and credible national and global organizations.
d. In-text citations should align with the reference page.
e. In-text citations and references must be in the current APA format.
8. Scholarly Writing Research Topics – Criteria
a. Submit the paper on the DNP Project Manuscript Template
b. Use the headers in the template.
c. Use the current APA style and format throughout this assignment.
d. Use the Chamberlain Guideline for Writing Professional Papers (located in Student Resources) to complete this assignment.
e. Turn on Grammarly to check the grammar, sentence structure, and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before construction of the assignment.)
f. Use third person in this DNP Project Manuscript. However, per APA, you can use first person in the project management section when you are talking about what you will do during implementation.
Notes:
• Make sure to include the edited Part 1 and 2 manuscript items.
• The nomenclature when saving the file should be Last name_First name_ DNP Project Manuscript_ NR 702_Date.
Writing Requirements (APA format)
• Length: 10-12 pages total (not including title page or references page). 11 pages are already written but some need revision.
o
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman font or 11-point Arial
• Headings & subheadings
• In-text citations
• Title page
• References page (without permalinks)
• Standard English usage and mechanics
• Organized presentation of ideas
Course Outcomes
This assignment enables the student to meet the following course outcomes:
1. Synthesize scientific knowledge, theory, and practice expertise to inform evidence-based practice and impact outcomes. (POs 1, 3, 4, 5, 6, 9)
2. Design an evidence-based translational science project to address a practice problem. (POs 1, 2, 3, 4, 5, 6, 7, 8, 9)
3. Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (POs 1, 2, 3, 4, 5, 6, 7, 8, 9)
4. Demonstrate project management and leadership skills in the design process for the evidence-based translational science project. (POs 1, 2, 5, 6, 7, 8, 9)
5. Create collaborative relationships with interprofessional and intraprofessional groups to champion organizational improvements through project design. (POs 2, 4, 6, 8)

Paper Writing Service – Topic Examples – Rubric
Week 6 Assignment ~ Hire our professional writers now and experience the best assignment help online with our custom paper writing service. We ensure your essays and assignments are expertly researched, written and delivered on time. ~ Grading Paper Writing Service – Topic Examples – Rubric
Week 6 Assignment ~ Hire our professional writers now and experience the best assignment help online with our custom paper writing service. We ensure your essays and assignments are expertly researched, written and delivered on time. ~ Grading Paper Writing Service – Topic Examples – Rubric
Research Topics – Criteria Ratings Pts
This criterion is linked to a Learning OutcomePart I and Part 2 Revisions Completed
Requirements:
1. All faculty recommended revisions to Part I and Part 2 of the DNP Project Manuscript are completed. 40 pts
Includes all requirements and provides in-depth revisions. 36 pts
Includes all requirements and provides sufficient revisions. 32 pts
Includes fewer than all requirements and/or provides partial revisions. 0 pts
Includes fewer than all requirements and/or provides poor revisions.
40 pts
This criterion is linked to a Learning OutcomeOrganizational Setting
Requirements:
Provide a detailed description of the setting for the project, including the following:
1. State the type of healthcare setting or community setting.
2. Describe the location
3. Write my Essay Online Writing Service with Professional Essay Writers – Explain the typical patient and typical diagnoses.
4. Identify how many patients or participants are seen monthly and- If applicable- state the average length of stay.
5. Describe the interdisciplinary care team that contributes to the patients’ health management and outcomes. 20 pts
Includes all requirements and provides an in-depth organizational setting description. 17 pts
Includes all requirements and provides a sufficient organizational setting description. 14 pts
Includes fewer than all requirements and/or provides a partial organizational setting description. 0 pts
Includes fewer than all requirements and/or provides an undeveloped organizational setting description.
20 pts
This criterion is linked to a Learning OutcomePopulation
Requirements:
1. Describe the details of your specific project population.
2. Estimate the approximate total number of participants.
3. Write my Essay Online Writing Service with Professional Essay Writers – Explain inclusion and exclusion criteria for the project.
4. Describe how you will enroll the participants and if informed consent is needed. 20 pts
Includes all requirements and provides an in-depth description of the population. 17 pts
Includes all requirements and provides a sufficient description of the population. 14 pts
Includes fewer than all requirements and/or provides a partial description of the population. 0 pts
Includes fewer than all requirements and/or provides an undeveloped description of the population.
20 pts
This criterion is linked to a Learning OutcomeTranslational Science Model and Project Management Plan
Requirements:
1. Identify the theory or model that will serve as the framework for the project; translational science models are recommended.
2. Identify the primary concepts or steps of the model.
3. Create the steps in your DNP practice change project that coincide with the theoretical concepts.
4. Include the timeframe for each step in your project plan (e.g. “in week 1 the data before intervention implementation will be collected” ). Describe the project management plan by starting with the timeline of weeks for the project (usual projects are 8-12 weeks, keeping in mind the requirement to implement the intervention for at least eight weeks).
5. The implementation plan must include a full eight weeks of intervention implementation.
6. Include the plan for the pre-and post- summative data collection.
7. Include the weekly plan for the formative evaluation to ensure high intervention fidelity.
8. For each step or activity in the intervention plan, identify the intervention week in which that activity will occur.
9. Identify the theory or model that will serve as the framework for the project. Translational science models are recommended.
10. Identify the primary premises or steps of the model and how they apply to your project design. 40 pts
Includes all requirements and provides an in-depth description of the Translational Science Model and project management plan. 36 pts
Includes all requirements and provides a sufficient description of the Translational Science Model and project management plan. 32 pts
Includes fewer than all requirements and/or provides a partial description of the Translational Science Model and project management plan. 0 pts
Includes fewer than all requirements and/or provides an undeveloped description of the Translational Science Model and project management plan.
40 pts
This criterion is linked to a Learning OutcomePlans for Sustainability
Requirements:
1. Create your detailed plan to sustain the project over time.
2. Identify the specific strategies used to ensure the project has ongoing evaluation and modification as needed to ensure its success after your implementation phase is complete. 20 pts
Includes all requirements and provides an in-depth plan for sustainability. 17 pts
Includes all requirements and provides a sufficient plan for sustainability. 14 pts
Includes fewer than all requirements and/or provides a partial plan for sustainability. 0 pts
Includes fewer than all requirements and/or provides an undeveloped plan for sustainability.
20 pts
This criterion is linked to a Learning OutcomeAnticipated Outcomes
Requirements:
1. Provide an in-depth discussion connecting the outcome(s) you will measure with determining the effect of the intervention on the outcome.
2. If you plan to use a survey or questionnaire for a data collection tool, state the name of the data collection tool.
3. If you plan to use a survey or questionnaire for a data collection tool, state if permission is required to use that tool and provide the permission letter or email as an appendix. If permission is not required, state the tool is in the public domain and include the citation and reference for the tool.
4. Describe the survey/questionnaire tool identifying the number and type of questions, how it will be administered, how much time it will take for participants to complete and the reliability and validity data statistics of the tool, with a citation from the original authors who validated the tool.
5. If abstracting data from the Electronic Health Record (EHR), the Enterprise Data Warehouse, or a database, state the outcome data that will be abstracted and who will pull the data, when, and how. 40 pts
Includes all requirements and provides an in-depth discussion about the outcomes. 37 pts
Includes all requirements and provides a sufficient discussion about the outcomes. 34 pts
Includes fewer than all requirements and/or provides a partial discussion about the outcomes. 0 pts
Includes fewer than all requirements and/or provides an undeveloped discussion about the outcomes.
40 pts
This criterion is linked to a Learning OutcomeAppendices
Requirements:
1. Johns Hopkins Evidence Table with a minimum of 10 research studies leveled and graded
2. Data Collection Tools (if applicable)
3. Compliance Checklist (Formative evaluation documents)
4. Educational Offering Table (Outline)
5. Informed Consent (if applicable) 30 pts
Includes all requirements and provides excellent appendices. 27 pts
Includes all requirements and provides a sufficient appendices. 24 pts
Includes fewer than all requirements and/or provides basic appendices. 0 pts
Includes fewer than all requirements and/or provides undeveloped appendices.
30 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Information in this manuscript must be substantiated by citations.
2. Reference publication dates must be within the last 5 years.
3. References must be from peer-reviewed journals, government websites, and credible national and global organizations.
4. In-text citations should align with the reference page.
5. In-text citations and references must be in the current APA format. 10 pts
Includes all requirements and provides an excellent reference section. 9 pts
Includes all requirements and provides a sufficient reference section. 8 pts
Includes fewer than all requirements and/or provides a partial reference section. 0 pts
Includes fewer than all requirements and/or provides an undeveloped reference section.
10 pts
This criterion is linked to a Learning OutcomeScholarly Writing Research Topics – Criteria
Requirements:
1. Submit the paper on the DNP Project Manuscript Template.
2. Use the headers in the template.
3. Use the current APA style and format throughout the manuscript.
4. Paper length is 10-12 pages. 10 pts
Includes all requirements and provides in-depth scholarly writing. 9 pts
Includes all requirements and provides a sufficient scholarly writing. 8 pts
Includes fewer than all requirements and/or provides basic scholarly writing. 0 pts
Includes fewer than all requirements of APA style and standards and/or provides undeveloped scholarly writing.
10 pts
This criterion is linked to a Learning OutcomeClarity of Writing
Requirements:
1. Standard English usage and mechanics
2. No spelling or typographical errors
3. Organized presentation of ideas 10 pts
Includes all requirements and demonstrates excellent clarity of writing. 9 pts
Includes all requirements and demonstrates sufficient clarity of writing. 8 pts
Includes fewer than all requirements and/or demonstrates basic clarity of writing. 0 pts
Includes fewer than all requirements and/or demonstrates poor clarity of writing.
10 pts
Total Points: 240
PreviousNext
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Practice Question:
Date:

Article Number

Author and Date

Evidence Type
Sample, Sample Size, Setting Findings That Help Answer the EBP Question
Observable Measures

Limitations
Evidence Level, Quality
1 Abdallah, A. (2020). Axiomatic Six Sigma, A Simulation-Based Decision-Making Framework. Journal of Mechanical Engineering Research and Developments, 43(7), 119-136.
Qualitative Sample: Logistics companies in J.F. Kennedy hospital
Sample Size: 1
Setting: logistic company The project results were 65% reduction in labor, 41% reduction in work in process and 55% reduction in average time packages spend at the station. Use of simulation and a managerial decision making tool called “alternative evaluation tool” Less sample size 11 A
2. Al Harthi, M. K., Afifi, R. M., Tashkandi, M. A., Saad, A. E., & Afifi, Y. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Role and Effectiveness of Simulation-based Training in Raising Family Medicine Residents’ Clinical Resuscitation and Critical Care Skills. Modern Advances in Pharmaceutical Research Vol. 2, 125-142.
Quantitative Sample: 28 and 72
Sample Size: 434 Residents
Setting: Six relevant studies To assess the impact of a simulation-based procedural skills training on residents’ competence in the performance of critical resuscitation procedures. All came to positive conclusions about the usefulness of simulated education in raising residents’ resuscitation handling skills. All had limitations, mostly small sample size, except the Greek study. This may well affect study power and hence, minimize generalizability 11B
3
Sample: Third year pharmacy students. Data from two cohorts.

Sample Size: 165 participants but 90 were complete data sets.

Setting: at a single pharmacy school campus

❑ N/A 1. When comparing the matched responses for the presurvey and post-survey regarding attitudes, five items showed significant improvement (p<.05).
2. Students (N=90) demonstrated a statistically significant gain in knowledge regarding types of medication errors, investigation of medication errors, and reporting medication errors as seen in an increase in overall knowledge assessment scores (p<.01)
3. The mean pretreatment overall knowledge score was 81.5% (SD 7.4). The mean post-treatment overall knowledge score was 83.9% (SD 5.8 A modified Professionals Patient Safety Assessment instrument. Reported: response rate, survey instrument, evaluation methods. The survey had no formal validation and reliability testing. Reliance on students self-reporting their perceived skills and behaviors.

Perceived: study performed at only one institution and may not represent the pharmacy field as a whole. II B
4 Becnel, K. T. (2022). Effectiveness of Simulation-Based Case Studies in Undergraduate Nursing Students (Doctoral dissertation, Teachers College, Columbia University). Quantitative Sample: 137 students
Sample Size:137 students
Setting: medical-surgical course The findings from this study address a gap in the literature on the effectiveness of simulation-based classroom teaching strategies on the development of clinical judgment in undergraduate nursing students. This dissertation has four specific aims that examined the effect of using simulation-based case studies in the classroom on clinical judgment, knowledge acquisition, and general self-efficacy in baccalaureate nursing students enrolled in a medical surgical course. It also examined relationships between student demographics and clinical judgment. Each specific aim is listed below with a corresponding research question or a hypothesis. The use of a convenience sample from one regional, public university may limit the generalizability of the findings to other populations. In addition, a true randomized design where students were randomized to a treatment group was unable to be used 11B
Bryant, K., Aebersold, M. L., Jeffries, P. R., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40.
Qualitative Sample: 15 Simulation specialists

Sample Size: 15 participants

Setting: At a summit
The summit was organized around three main topics: the future of simulation-based education, latest trends in simulation research, and linking simulation to improved patient safety outcomes. The most common simulation outcomes measured to date regard participants’ perceptions; they show increased self-confidence and satisfaction with learning through simulation Limited research work 11B
Bø, B., Madangi, B. P., Ralaitafika, H., Ersdal, H. L., & Tjoflåt, I. (2021). Nursing students’ experiences with simulation-based education as a pedagogic method in low-resource settings: A mixed-method study. Journal of Clinical Nursing. Quantitative Sample: nursing students
Sample Size:99 students
Setting: Nursing platform
This study provides knowledge and insight into nursing students’ experience with simulation-based education as a pedagogic method during their pre-service education. This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students’ experiences with this pedagogic method as a mode of learning.
The results from the questionnaire show limited variation and hence the results may be questioned. 11B
2 Buckley, T., & Gordon, C. (2011). The effectiveness of high fidelity simulation on medical-surgical registered nurses’ ability to recognize and respond to clinical emergencies. Nurse education today, 31(7), 716–721. https://doi.org/10.1016/j.nedt.2010 – Essay Writing Service: Write My Essay by Top-Notch Writer.04.004
Quantitative Sample: Emergency Room Nurses.

Sample size: 164 clinical patient emergencies

Setting: Hospital Emergency room setting Participants reported a total of 164 clinical patient emergencies in the follow-up time period including: 46% cardiac, 32% respiratory, 10% neurological, 7% cardiac arrest and 5% related to electrolyte disturbances. The ability to respond in a systematic way, handover to the emergency team and airway management were identified as the skills most improved during patient emergencies following simulation. The most useful aspects of the simulation experience identified were scenario debriefing and assertiveness training. Participants with less years of clinical experience were more likely to report practicing team leader role and debriefing as the most useful aspects of simulation. The aim of this study was to evaluate registered nurses’ ability to respond to the deteriorating patient in clinical practise following training using immersive simulation and use of a high fidelity simulator.
The skills practised in simulation were highly relevant to participants practise in medical-surgical areas. Non-technical skills, including assertiveness skills should be considered in future emergency training courses for nurses. II B
3 Chamberlain, J. (2017). The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students. Nursing Education Perspectives, 38(3), 119-125. Quantitative Sample: 119 undergraduate nursing students
This design study compared outcomes among four groups of undergraduate students (n = 119) at two schools of nursing: no prebriefing, prebriefing with learning engagement and orientation activities, prebriefing with orientation activities, and prebriefing with learning engagement activities : Self-report, direct observation, or clinical patient safety outcomes. Perceptions of overall simulation effectiveness, learning, and self-confidence were significantly higher with prebriefing (p = .000) compared to no prebriefing. No significant distinction (p >.05) was found among the prebriefing activities. II B
4 Dottin, R. L. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). The Effects of Simulation-Based Training on Critical Thinking. Quantitative Sample: Graduates
Sample Size: 10
Setting: Hospitals

This study aimed to investigate the effects of a simulation-based training experience on the critical thinking skills of 10 graduate medical education trainees to 15 understand the potential of simulation as an innovative tool to improve medical competencies among trainees in a graduate medical training program There is a vast amount of medical education research that convey the positive aspects of incorporating simulation-based training in medical training programs The major limitations of this study included the limited time period to conduct the simulation and the small size of study participants 11B
5 George, K. L., & Quatrara, B. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Interprofessional simulations promote knowledge retention and enhance perceptions of teamwork skills in a surgical-trauma-burn intensive care unit setting. Dimensions of Critical Care Nursing, 37(3), 144-155. Qualitative Sample: 1 patient
Sample Size: 1 patient
Setting: STBICU setting The simulation required the team to use interventions to reduce elevated intracranial pressure and then perform cardiac resuscitation according to Advanced Cardiac Life Support guidelines. A semistructured debriefing guided by the TENTS tool highlighted important aspects of teamwork. Mean knowledge test and TSS scores both significantly increased after the simulation and remained significantly elevated at 1-month follow-up. Participants recommended retraining intervals of 3 to 6 months. Less sample size. 11A
6 Lee, Yeung, K. C. Y., Clarke, C. L., & Yoo, J. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Nursing Students’ Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning. Clinical Simulation in Nursing, 33, 7–16. https://doi.org/10.1016/j.ecns.2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers.04.008
Quantitative Sample: nursing students
This study constructed a theoretical model of HF-SBL dynamics, consisting of process and four influencing factors of HF-SBL. Moreover, the students’ perception on a lack of psychological fidelity during HF-SBL was identified and highlighted Constructivist grounded theory was adopted. Twenty-three semistructured interviews with memo writing were conducted with 16 undergraduate nursing students. All collected data were managed using NVivo 11. NVivo 11 was used.

Through understanding of the model, nursing educators can improve their current simulation-based education and make it more relevant and realistic for students II B
7 Morris, N. A., Czeisler, B. M., & Sarwal, A. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Simulation in neurocritical care: past, present, and future. Neurocritical Care, 30(3), 522-533. Qualitative Sample: Computer based stimulation In this review, we will explore the historical origins of simulation-based medical education, its conceptual framework, current applications, and future directions especially as pertinent to neurosciences. The study found that neurology and neurocritical care community has lagged behind in implementation of this pedagogy High cost 11A
8 Nichols, Wiley, S., Morrell, B. L. M., Jochum, J. E., Moore, E. S., Carmack, J. N., Hetzler, K. E., Toon, J., Hess, J. L., Meer, M., & Moore, S. M. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Interprofessional Healthcare Students’ Perceptions of a Simulation-Based Learning Experience. Journal of Allied Health, 48(3), 159–166.
Quantitative
Sample: 31 nursing students.

Sample Size 31

❑ N/A 1: A total of 31 students completed both pre-SBLE and post-SBLE surveys. The majority of the participants were female (77.4%) and 38.7% had participated in an interprofessional simulation experience involving three healthcare professions held at the university the previous summer. Of the 31 participants, 15 (48.4%) were in the AT program, 5 (16.1%) in nursing, 4 (12.9%) in PT, 4 (12.9%) in psychology, and 3 (9.7%) in OT.
This paper describes a simulation-based learning experience (SBLE) designed to encourage students (n = 130) from six healthcare professions to learn more about interprofessional communication, roles and responsibilities of the healthcare team, and knowledge of interprofessional collaborative practice. Data analysis showed statistically significant differences in participants’ perceptions of roles/responsibilities for collaborative practice (p = 0.001) and the patient outcomes from collaborative practice (p = 0.002). II B
9 Mitchell M, Newall F, Sokol J, Heywood M, Williams K. Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital. Adv Simul (Lond). 2020 Aug 12;5:21. doi: 10.1186/s41077-020-00139-9. PMID: 32817808; PMCID: PMC7425032.
Quantitative Sample: 146 participants.

Sample Size: 146 participants

Setting: Acute Care hospital setting

❑ 1: Nine training days were conducted in 2017 for nursing, medical, allied health, education and security staff with a total of 146 participants (83% were acute care nurses). Two thirds (68%) of participants had experienced clinical aggression as part of their routine work, with 51% overall reporting a lack of confidence managing these patients. The aim of this proof of concept study was to develop a simulation-based education session on aggression management for acute care paediatric staff based on best practice principles, to evaluate the acceptability of this training programme and to gain an understanding of the impact of the training on participants’ perceived confidence in managing clinical aggression. Two separate simulation exercises were delivered as a 2-h component of a hospital management of clinical aggression (MOCA) training day. Participants completed a written survey immediately prior to, at completion of the simulation-based group training, and at 3-6 months following the simulation Reported: 80% of all participants reported feeling more confident in managing clinical aggression, 47% reported a 1-point increase in confidence, whilst 33% of participants reported a 2- or 3-point increase. At 3-6 months post-training, 66% of respondents (N = 44) reported continued confidence in managing aggression with 100% of participants stating they would recommend simulation training to colleagues.
Simulation training is an acceptable method of training and shows promise to improve staff-perceived confidence for managing behavioral emergencies in acute pediatric health care settings. II A
10 Tortorelli, C., Choate, P., Clayton, M., El Jamal, N., Kaur, S., & Schantz, K. (2021). Simulation in social work: Creativity of students and faculty during COVID-19. Social Sciences, 10(1), 7. Qualitative Sample: 163 Data base

Sample Size: 163 Data base

Setting: Database Research

A preliminary review of the literature was conducted to ascertain the general state of the research for the purpose of determining how simulation is being used in social work education. The search used the following keywords: simulation, social work, nursing, physician, health, role play, education, and COVID-19, with a focus on undergraduate studies Results showed that student-generated simulation could be used to support direct practice learning This work was only limited by the length of the field placement. This article was written post the completion of the 350 h requirement. 11B
11 Vauk, S., Seelandt, J. C., Huber, K., Grande, B., & Kolbe, M. (2022). Exposure to incivility does not hinder speaking up: a randomised controlled high-fidelity simulation-based study. British Journal of Anaesthesia, 129(5), 776-787.
Quantitative Sample: 125 interprofessional hospital staff members
Sample Size: 125 interprofessional hospital staff members
Setting: Academic Teaching Hospital Our study challenges current assumptions about the interplay of civility and speaking up behaviour in healthcarer The objective of the study is to investigate speaking up with concerns is critical for patient safety utilizing simulation-based learners. Using a single simulated scenario 11B

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