Page 310 - International Perspectives on Effective Teaching and Learning in Digital Education
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Igor Karnjuš, Kristina Martinović, Jakob Renko, and Patrik Pucer
errors that occur in the performance of healthcare activities have a significant
impact on patient safety, and increase mortality and morbidity, as well as fi-
nancial costs to healthcare systems (Anderson & Abrahamson, 17; Kavana-
gh et al., 17), with poor communication and teamwork being the leading
causes of clinical errors (Müller et al., 18). Traditionally, nursing students are
trained in environments that focus on the acquisition of clinical knowledge
and the development of technical skills, while NTS are not commonly em-
phasised (Pires et al., 17), leading to errors in patient care (Asensi-Vicente
et al., 18).
Compared to conventional methods, simulation-based learning has been
shown to be a more effective strategy for obtaining NTS in a safe and con-
trolled environment (Chernikova et al., ; Lynch, ). Research shows
that simulation helps healthcare professionals to improve teamwork, com-
munication and critical decision-making in complex patient care (Schmidt et
al., 4; Tofil et al., 14). Integrating simulation into healthcare education
and training programmes offers several advantages. First, simulation pro-
vides a structured and standardised platform for healthcare professionals
to learn and apply NTS in realistic settings (Lee et al., 4). This hands-on
approach allows for immediate feedback and reflection, which are essential
for continuous improvement and skills development. Moreover, simulation
encourages interdisciplinary collaboration by bringing together healthcare
professionals from different disciplines to work as a cohesive team. Such a
collaborative environment mirrors the real-world clinical setting where effec-
tive teamwork is essential for high-quality patient care (Babiker et al., 14;
Rosen et al., 18). Through simulation, healthcare professionals can learn to
manage team dynamics, enhance their leadership skills and adapt to different
healthcare scenarios (Schram et al., 4; Schram et al., 1). Due to its pos-
itive impact on patient-centred care, multidisciplinary teamwork in health-
care, involving physicians, nurses, and other professionals, has received con-
siderable research attention (Baek et al., 3; Gantayet-Mathur et al., ).
Assessing the effectiveness of simulation-based training in teaching NTS
requires valid and reliable assessment tools (Gourbault et al., ). Such
tools must provide accurate measurement of individual and team compe-
tencies in different simulation scenarios (Hofmann et al., 1). Validity in this
context means ensuring that the assessment tools used assess the intended
NTS comprehensively and reliably (Flin et al., 3). It is essential that crew
resource management training and assessment tools are specifically tailored
to address the identified NTS required in a given profession (Hamilton et al.,
19). The aim of this scoping review was therefore to examine the validation
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