Please use this identifier to cite or link to this item: https://doi.org/10.1136/bmjstel-2015-000097
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dc.titleStress and anxiety management strategies in health professions' simulation training: a review of the literature
dc.contributor.authorIgnacio, J
dc.contributor.authorDolmans, D
dc.contributor.authorScherpbier, A
dc.contributor.authorRethans, JJ
dc.contributor.authorChan, S
dc.contributor.authorLiaw, SY
dc.date.accessioned2024-01-03T05:55:02Z
dc.date.available2024-01-03T05:55:02Z
dc.date.issued2016-06-01
dc.identifier.citationIgnacio, J, Dolmans, D, Scherpbier, A, Rethans, JJ, Chan, S, Liaw, SY (2016-06-01). Stress and anxiety management strategies in health professions' simulation training: a review of the literature. BMJ Simulation and Technology Enhanced Learning 2 (2) : 42-46. ScholarBank@NUS Repository. https://doi.org/10.1136/bmjstel-2015-000097
dc.identifier.issn2056-6697
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/246628
dc.description.abstractIntroduction Simulation training has been used to teach clinical skills to health profession trainees. Stress and/or anxiety occur in high-acuity scenarios in the clinical environment, and affect clinician performance and patient outcomes. To date, strategies that have been used in conjunction with simulation training for healthcare professionals that address stress management are limited. This paper reports a literature review conducted to explore strategies used with simulations to enhance the ability of health profession trainees in reducing acute stress and/or anxiety during high-acuity clinical events. Methods Databases searched included Scopus, PubMed, CINAHL, Web of Knowledge and Science Direct. The examples of the literature chosen were those published in the English language from January 2005 to March 2015, and were peer-reviewed empirical papers that focused on the strategies addressing stress and/or anxiety during simulation training for healthcare profession trainees. Results Eight studies using various forms of stress/anxiety management strategies with simulations demonstrated varying degrees of effectiveness. Themes that emerged from these eight studies were excessive stress and clinical performance in simulation, emotional training strategies in simulation, and factors contributing to stress and anxiety reduction during simulation. Conclusions Excessive stress and/or anxiety in the clinical setting have been shown to affect performance and could compromise patient outcomes. Health profession training curricula might benefit from a stress/anxiety reduction strategy integrated into the simulation programmes. This review showed that the stress/anxiety management strategies that have been used with simulations, mostly in surgical training, have various degrees of effectiveness.
dc.publisherBMJ
dc.sourceElements
dc.subjectAnxiety management
dc.subjectEmotional training
dc.subjectHealth professions education
dc.subjectSimulation training
dc.subjectStress management
dc.typeReview
dc.date.updated2024-01-03T02:10:59Z
dc.contributor.departmentALICE LEE CENTRE FOR NURSING STUDIES
dc.contributor.departmentOPHTHALMOLOGY
dc.description.doi10.1136/bmjstel-2015-000097
dc.description.sourcetitleBMJ Simulation and Technology Enhanced Learning
dc.description.volume2
dc.description.issue2
dc.description.page42-46
dc.description.placeUNITED KINGDOM
dc.published.statePublished
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