Dean, S, Levett-Jones, T, Pich, J, Govind, N & Orr, F 2019, 'Simulation for developing healthcare graduates’ empathy skills: Virtual Empathy Museum', BMJ Simulation & Technology Enhanced Learning, vol. 5, no. 2, pp. A44-A45.View/Download from: UTS OPUS or Publisher's site
Levett-Jones, T, Govind, N, Pich, J, Hoffman, K, Lapkin, S, Tertiary, GC, Jeong, SY-S, Noble, D, Maclellan, L, Norton, C, Robinson-Reilly, M & Jakimowicz, S 2018, 'Exploring Nursing Students' Perspectives of a Novel Point-of-View Disability Simulation', CLINICAL SIMULATION IN NURSING, vol. 18, pp. 28-37.View/Download from: UTS OPUS or Publisher's site
Andersen, P, Baron, S, Bassett, J, Govind, N, Hayes, C, Lapkin, S, Lasater, K, Levett-Jones, T, McAllister, M, Pich, J, Power, T, Reid-Searl, K, Ryan, C, Shearer, K & Simes, T 2018, 'Snapshots of Simulation: Innovative Strategies Used by International Educators to Enhance Simulation Learning Experiences for Health Care Students', Clinical Simulation in Nursing, vol. 16, pp. 8-14.View/Download from: UTS OPUS or Publisher's site
© 2017 International Nursing Association for Clinical Simulation and Learning Background Innovations in simulation in nursing and health care continue to be developed as creative and committed educators respond to challenges of providing pedagogically sound, engaging and effective learning experiences for large student cohorts. Time-pressed educators may find it difficult to network with others working in simulation-based learning, and thus, it is useful to provide summaries or snapshots to provide a brief overview of activities in various countries using simulation in a variety of ways. Method The purpose of this paper is to profile a diverse range of innovative, cost-effective, and tested simulation approaches that have been implemented in healthcare programs by nursing educators from a range of countries to spark creativity. Each strategy was designed to address contemporary and critical practice issues. Results They facilitate immersion in authentic clinical scenarios, increase students' awareness of cues in the environment that may compromise health and safety. Conclusion These snapshots of simulation prepare students for cultural or clinical realities that they may not routinely encounter because of the inherent restrictions associated with clinical placements.
Levett-Jones, T, Lapkin, S, Govind, N, Pich, J, Hoffman, K, Jeong, SY-S, Norton, CA, Noble, D, Maclellan, L, Robinson-Reilly, M & Everson, N 2017, 'Measuring the impact of a 'point of view' disability simulation on nursing students' empathy using the Comprehensive State Empathy Scale.', Nurse Education Today, vol. 59, pp. 75-81.View/Download from: UTS OPUS or Publisher's site
Although empathy is an integral component of professional practice and person-centred care, a body of research has identified that vulnerable patients groups frequently experience healthcare that is less than optimal and often lacking in empathy.The aim of this study was to examine the impact of an immersive point-of-view simulation on nursing students' empathy towards people with an Acquired Brain Injury.A convenience sample of 390 nursing students from a cohort of 488 participated in the study, giving a response rate of 80%. Students undertook the simulation in pairs and were randomly allocated to the role of either a person with Acquired Brain Injury or a rehabilitation nurse. The simulated 'patients' wore a hemiparesis suit that replicated the experience of dysphasia, hemianopia and hemiparesis.Characteristics of the sample were summarised using descriptive statistics. A two-group pre-test post-test design was used to investigate the impact of the simulation using the Comprehensive State Empathy Scale. t-Tests were performed to analyse changes in empathy pre post and between simulated 'patients' and 'rehabilitation nurses'.On average, participants reported significantly higher mean empathy scores post simulation (3.75, SD=0.66) compared to pre simulation (3.38 SD=0.61); t (398)=10.33, p<0.001. However, this increase was higher for participants who assumed the role of a 'rehabilitation nurse' (mean=3.86, SD=0.62) than for those who took on the 'patient' role (mean=3.64, SD=0.68), p<0.001.The results from this study attest to the potential of point-of-view simulations to positively impact nursing students' empathy towards people with a disability. Research with other vulnerable patient groups, student cohorts and in other contexts would be beneficial in taking this work forward.
King, BR, Howard, NJ, Verge, CF, Jack, MM, Govind, N, Jameson, K, Middlehurst, A, Jackson, L, Morrison, M & Bandara, DMWS 2012, 'A diabetes awareness campaign prevents diabetic ketoacidosis in children at their initial presentation with type 1 diabetes', PEDIATRIC DIABETES, vol. 13, no. 8, pp. 647-651.View/Download from: UTS OPUS or Publisher's site
Levett-Jones, T, Courtney-Pratt, H & Govind, N 2019, 'Implementation and evaluation of the post-practicum oral clinical reasoning exam' in Professional and Practice-based Learning, pp. 57-72.View/Download from: UTS OPUS or Publisher's site
© Springer Nature Switzerland AG 2019. Nurses with effective clinical reasoning skills have a positive impact on patient outcomes. For this reason it is imperative that students understand and are able to demonstrate application of the clinical reasoning process. While clinical reasoning is often taught and assessed in preparation for clinical placements, a post-practicum assessment can help to identify if and to what extent students’ clinical experiences influence their learning. The aim of this chapter is to provide a detailed overview of the development of a post-practicum clinical reasoning exam, guidelines for educators interested in adopting this novel approach, and results from the initial evaluation of the exam. The post-practicum clinical reasoning exam for nursing students was conducted in the following manner: Students were provided with a verbal clinical handover and the healthcare records of four patients. In the individual face-to-face oral exam that followed, students were required to describe how they would prioritise, plan and manage the care of the four patients using the clinical reasoning cycle as their organising framework. The exam was marked by a trained staff member, and immediate summative feedback was provided. On completion of the oral exam students were invited to complete a short evaluation survey with closed and open-ended questions. Quantitative data was statistically analysed and qualitative data was thematically analysed. There were 471 students enrolled in the clinical course; of these, 181 participated giving a response rate of 38%. The mean satisfaction score was 3.03 out of a maximum of 5 indicating a moderate level of satisfaction with the oral exam. Three themes emerged from qualitative analysis: ‘Better than written assessment items’, ‘Authenticity of the approach’ and ‘The need for better preparation’.
Pich, J, Govind, N & Levett-Jones, T 2017, 'Gastrointestinal nursing skills' in Berman, A, Synder, S, Levett-Jones, T, Burton, T & Harvey, N (eds), Skills in clinical nursing, Pearson Australia, Sydney.
Govind, N 2017, 'Clinical Reasoning: Learning how to think like a nurse.', Pearson.
Govind, N & Kable, A 2017, 'Nursing care of clients having surgery' in Lemone, P, Burke, K & Levett-Jones, T (eds), Medical-surgical Nursing Critical Thinking for Person-centred Care, Pearson, Sydney.
Govind, N, Levett-Jones, T & Courtney-Pratt, H 2017, 'To teach is to learn twice: Exploring the peer teaching experiences of first and third year nursing and midwifery students', International Clinical Skills Conference, Prato, Italy.
Levett-Jones, T, Govind, N, Pich, J & Hoffman, K 2017, 'The implementation and evaluation of an innovative and immersive disability empathy simulation', International Clinical Skills Conference, Prato, Italy.