Scenario for simulation training on the communication of hard news: A validation study

Flausino, Daiane de Assis; Oliveira, Andressa Rueda de; Misko, Maira Deguer; Eduardo, Aline Helena Appoloni

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RESEARCH • Esc. Anna. Nery 26 • 2022 • https://doi.org/10.1590/2177-9465-EAN-2021-0037 copy

Scenario for simulation training on the communication of hard news: A validation study

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Objective

to build and validate a realistic simulation scenario about the communication of hard news in the context of palliative care for undergraduate Nursing students.

Method

a methodological study that followed three stages; construction of the scenario, which was based on the frameworks about simulation, communication of hard news and palliative care; content validation, in which nine judges analyzed adequacy of the scenario, through a Likert scale, to calculate the Content Validity Index (CVI) and of the suggestions described in the scenario analysis instrument; and scenario test, which was conducted with 15 undergraduate Nursing students who analyzed it using the Simulation Design Scale (SDS). In this sample, the analysis of the scale's reliability was verified by Cronbach's Alpha.

Results

the judges considered the scenario's content as adequate. The scenario's CVI was 0.84. After testing the scenario, the students pointed out the simulation design's suitability and considered it adequate to solve the problem. The overall Cronbach's alpha for the SDS scale was 0.89.

Conclusion and implications for the practice

the process of constructing and validating the scenario on the communication of hard news resulted in the production of valid and consistent material for teaching and research in the area of Palliative Care.

Keywords:
Simulation Training; Communication; Nursing; Validation Studies; Palliative Care

Element of the scenario	Definition
Context	Description of the name of the scenario, participant's profile and prerequisites, location where the simulation will take place, purpose of the simulation (educational or assessment) and methods employed to assess the participant.
People in charge	Description of the facilitators responsible for the scenario.
Learning objectives	Description of what is intended to be achieved in the learning context, described by the general (broad and reflects the simulation proposal) and specific (related to the participants' performance measures and comprising technical and non-technical skills) objectives.
Duration	Definition of the time for the simulation and debriefing.
Preparation of the participants	Description of the resources employed to prepare the participants for the simulation (Example: recommended readings, participation in courses, teaching sessions, review of laboratory skills).
Simulation modality	Discrimination regarding the simulation modality: using simulators, actors, digital, in the laboratory, in situ or hybrid.
Design	Description of the necessary equipment and materials, detailing the participants' roles and characteristics of the simulators, actors or both.
Pre-briefing	Description of the general guidelines for the simulation, with definition of the roles among the participants, presentation of the environment, equipment and documentation used in the simulation.
Briefing	Description of the information provided immediately before starting the simulation with brief information about the case to be experienced.
Instructions for the actors	Detailed information for actors about the characteristics of the character, lines, equipment and case.
Simulation progression	Description of the scenes with the respective time information, speeches by the facilitator and actors, actions expected from the participants, planning for the participants to be able to achieve the objectives (clues), strategies that help the participants to maintain the simulation focus, if necessary, and outcomes for completing the simulation.
Debriefing	Description of the debriefing model chosen for the simulation.

	Adequacy
Evaluation Criteria	1	2	3	CVI
The information in context allows for an overview of the scenario	7	2	0	0.78
The learning objectives are adequately described	6	3	0	0.67
The data on the scenario design are complete	5	4	0	0.56
The strategies for preparing the participants are adequate	6	3	0	0.67
The information provided in the pre-briefing and briefing is sufficient	7	2	0	0.78
The instructions offered to the actress are sufficient	4	7	0	0.44
The scenes are consistent with the speeches and clues	9	0	0	1
The scenes allow the participants to perform the expected actions	9	0	0	1
The outcomes are clearly described	9	0	0	1
The debriefing structure is appropriate	7	2	0	0.78
Coherence between the clinical case and the simulation purpose	9	0	0	1
Scenario realism	7	2	0	0.78
Complexity in relation to the student's level of knowledge and skills	9	0	0	1
Information provided to the participants before the simulation	7	2	0	0.78
Information provided to the participants during the simulation	9	0	0	1
Support provided to the participants during the simulation	8	1	0	0.89
Promotion of critical thinking	9	0	0	1
Promotion of the ability to employ communication strategies	8	1	0	0.89
Promotion of autonomous problem solving	9	0	0	1
Overall CVI	0.84

Simulation Design Scale	Mean	Cronbach's Alpha
Objectives and Information	4.78	0.80
Support	4.90	0.90
Problem solving	4.88	0.60
Feedback/Reflection	4.88	0.88
Realism	4.83	0.45
Total	4.85	0.89

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E-mail: annaneryrevista@gmail.com

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[1] Corresponding Author: Aline Helena Appoloni Eduardo. alinehaeduardo@ufscar.br