Walshe, N., O’Brien, S., Murphy, S., Hartigan, I. and Graham, R. (2014) Original Research: Simulation Performance Evaluation: Inter-Rater Reliability of the Detect Deterioration, Accurate Assessment, Rapid Response, Effective Escalation-Patient Safety Rubric. Clinical Simulation in Nursing, 10, 446-454.
https://doi.org/10.1016/j.ecns.2014.06.005

has been cited by the following article:

• TITLE: Navigating the Storm of Deteriorating Patients: Seven Scaffolds for Simulation Design

  AUTHORS: Gwen D. Erlam, Liz Smythe, Valerie A. Wright-St Clair

  KEYWORDS: Simulation, Undergraduate Nursing Education, Scaffold, Deteriorating Patient

  JOURNAL NAME: Open Journal of Nursing, Vol.7 No.6, June 23, 2017

  ABSTRACT: Recent trends in simulation use have necessitated a more considered approach in the use of this teaching/learning tool. The aim of this research is to discover ways to improve simulation as a teaching/learning platform. Action research was used to answer the question, “How can I improve pedagogical practices with undergraduate nurses in simulation?” This study was implemented at a University in Auckland, New Zealand between November 2012 and March 2014. A purposive sample was sought from second and third-year nursing students (n = 161) enrolled in the three-year undergraduate bachelor of nursing program. Methods included focus groups, questionnaires, debriefing sessions, pre- and post-tests, and Lasater clinical judgment rubric analysis. Seven instructional scaffolds emerged which maximized student learning and retention. These scaffolds: 1) helped move students from known into unknown knowledge; 2) provided situated coaching; 3) modeled expected performance; 4) gave opportunity for improvement; 5) reduced confusion; 6) taught effective communication; and 7) promoted new learning through debriefing. These strategies resulted in a simulation experience which improved clinical reasoning in undergraduate nursing students.