Sara Pires1, Sara Monteiro2, Anabela Pereira3, Daniela Chaló4, Elsa Melo5, Alexandre Rodrigues6. 1. Departamento de Educação, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal; Cintesis - Center for Health Technology and Services Research, Piso 2, edifício nascente, Centro de Investigação Médica, Faculdade de Medicina da Universidade do Porto, Rua Dr. Plácido da Costa, s/n, 4200-450 Porto, Portugal. Electronic address: sarapires23@ua.pt. 2. Departamento de Educação, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal; Cintesis - Center for Health Technology and Services Research, Piso 2, edifício nascente, Centro de Investigação Médica, Faculdade de Medicina da Universidade do Porto, Rua Dr. Plácido da Costa, s/n, 4200-450 Porto, Portugal. Electronic address: smonteiro@ua.pt. 3. Departamento de Educação, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal; Centro de Investigação Didáctica e Tecnologia na Formação de Formadores, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal. Electronic address: anabelapereira@ua.pt. 4. Escola Superior de Saúde da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal; SIMULA - Centro de Simulação Clínica da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal.. Electronic address: danielachalo@ua.pt. 5. SIMULA - Centro de Simulação Clínica da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal.; Escola Superior de Saúde da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal. Electronic address: elsamelo@ua.pt. 6. SIMULA - Centro de Simulação Clínica da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal.; Escola Superior de Saúde da Universidade de Aveiro, Edifício 30 - Agras do Crasto, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal. Electronic address: alexandre.rodrigues@ua.pt.
Abstract
BACKGROUND: In nursing, non-technical skills are recognized as playing an important role to increase patient safety and successful clinical outcomes (Pearson and McLafferty, 2011). Non-technical skills are cognitive and social resource skills that complement technical skills and contribute to safe and efficient task performance (Flin et al., 2008). In order to effectively provide non-technical skills training, it is essential to have an instrument to measure these skills. METHODOLOGY: An online search was conducted. Articles were selected if they referred to and/or described instruments assessing non-technical skills for nurses and/or prelicensure nursing students in educational, clinical and/or simulated settings with validation evidence (inclusion criteria). RESULTS: Of the 53 articles located, 26 met the inclusion criteria. Those referred to and/or described 16 instruments with validation evidence developed to assess non-technical skills in multidisciplinary teams including nurses. CONCLUSION: Although articles have shown 16 valid and reliable instruments, to our knowledge, no instrument has been published or developed and validated for the assessment of non-technical skills of only nurses in general, relevant for use in high-fidelity simulation-based training for prelicensure nursing students. Therefore, there is a need for the development of such an instrument.
BACKGROUND: In nursing, non-technical skills are recognized as playing an important role to increase patient safety and successful clinical outcomes (Pearson and McLafferty, 2011). Non-technical skills are cognitive and social resource skills that complement technical skills and contribute to safe and efficient task performance (Flin et al., 2008). In order to effectively provide non-technical skills training, it is essential to have an instrument to measure these skills. METHODOLOGY: An online search was conducted. Articles were selected if they referred to and/or described instruments assessing non-technical skills for nurses and/or prelicensure nursing students in educational, clinical and/or simulated settings with validation evidence (inclusion criteria). RESULTS: Of the 53 articles located, 26 met the inclusion criteria. Those referred to and/or described 16 instruments with validation evidence developed to assess non-technical skills in multidisciplinary teams including nurses. CONCLUSION: Although articles have shown 16 valid and reliable instruments, to our knowledge, no instrument has been published or developed and validated for the assessment of non-technical skills of only nurses in general, relevant for use in high-fidelity simulation-based training for prelicensure nursing students. Therefore, there is a need for the development of such an instrument.
Authors: Sara Martins Pereira Pires; Sara Otília Marques Monteiro; Anabela Maria Sousa Pereira; Joana Novaes Machado Stocker; Daniela de Mascarenhas Chaló; Elsa Maria de Oliveira Pinho de Melo Journal: Rev Lat Am Enfermagem Date: 2018-09-06
Authors: Rocío Juliá-Sanchis; María José Cabañero-Martínez; César Leal-Costa; Manuel Fernández-Alcántara; Silvia Escribano Journal: Int J Environ Res Public Health Date: 2020-10-18 Impact factor: 3.390