Clinical Simulation in Nursing最新文献

{"title":"Effectiveness of virtual reality in training operating room nurses for robotic arm surgery","authors":"Yi-Hung Lai RN, MSN ,&nbsp;Mei-Yu Chang RN, MSN ,&nbsp;Mei-Rong Weng RN, MSN ,&nbsp;Pei-Ling Chiu RN, MSN ,&nbsp;Tsu-Yin Wu PhD, RN, FAAN ,&nbsp;Su-Chiu Wang RN, MSN","doi":"10.1016/j.ecns.2025.101728","DOIUrl":"10.1016/j.ecns.2025.101728","url":null,"abstract":"<div><h3>Background</h3><div>Operating room nurses for robotic arm surgery require comprehensive training to ensure their proficiency in operating high-tech equipment, ensuring patient safety, and effectively managing surgical processes. Virtual reality (VR) has proven benefits in nurse education in enhancing knowledge and complementing other simulation strategies, resulting in better quality and safety of clinical practice. However, despite the rapid advancement in VR-assisted teaching, little research has yet been focused on their application for nurse-training for robotic arm surgery.</div></div><div><h3>Purposes</h3><div>This study aimed to develop an experiential learning VR (EL-VR) training program as a supportive teaching and training tool based on VR technology for operating room nurses, focusing on Transoral Robotic Surgery (TORS), and to evaluate its effectiveness by comparing it with traditional practical training methods.</div></div><div><h3>Methods</h3><div>An experimental research design was used with a convenience sample of operating room nurses with less than two years of work experience at a medical center in central Taiwan. Nurses were randomly assigned to either the experimental or the control group. The experimental group took an hour long 'robotic surgery virtual reality' teaching course, followed by traditional practical training in the operating room. The control group received the traditional practical training in the operating room. After completing the training, both groups were evaluated in terms of teaching effectiveness based on measures including learning motivation, sense of presence, cognitive load, technology acceptance, and satisfaction with the learning approach.</div></div><div><h3>Results</h3><div>We studied a total of 82 nurse participants, with 41 in the VR group and 41 in the control group. We found significantly higher scores in the VR group compared with the control group in several areas, including learning motivation (4.94 ± 0.25 vs. 3.23 ± 0.94, <em>p</em> &lt; .001), sense of presence (4.37 ± 0.90 vs. 3.13 ± 0.70, <em>p</em> &lt; .001), perceived usefulness of the technology (4.66 ± 0.63 vs. 3.41 ± 0.95, <em>p</em> &lt; .001), perceived ease of use of the technology (4.72 ± 0.50 vs. 3.16 ± 0.83, <em>p</em> &lt; .001), and satisfaction with the learning approach (4.76 ± 0.55 vs. 3.26 ± 0.87, <em>p</em> &lt; .001). Conversely, the control group had significantly higher scores in cognitive load, specifically the mental load (3.84 ± 1.04 vs. 3.22 ± 2.34, <em>p</em> &lt; .007) and mental effort (4.09 ± 1.43 vs. 3.19 ± 2.37, <em>p</em> = .008).</div></div><div><h3>Conclusion</h3><div>VR assisted teaching significantly helped operating room nurses to become familiar with robotic arm equipment and surgical procedures, providing a more effective learning Experience.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101728"},"PeriodicalIF":3.4,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of virtual standardized patient psychotherapy simulations with psychiatric mental health nurse practitioner students","authors":"Anne L. Thatcher DNP","doi":"10.1016/j.ecns.2025.101730","DOIUrl":"10.1016/j.ecns.2025.101730","url":null,"abstract":"<div><h3>Background</h3><div>Psychiatric Mental Health Nurse Practitioners (PMHNP) are certified to conduct psychotherapy, yet many online and hybrid PMHNP educational programs struggle to teach this content in a virtual format. Standardized patient (SP) simulations are used in other mental health professional education programs, but little is known about this teaching method in PMHNP programs in a virtual format. With increasing needs for psychotherapists in the United States, PMHNPs skilled in psychotherapy could fill a needed provider gap.</div></div><div><h3>Method</h3><div>Using the Defined Criteria to Report Innovations in Education (DoCTRINE) reporting framework this article details the development, implementation, and preliminary evaluation of a PMHNP curriculum innovation adding virtual SP psychotherapy simulations to traditional didactic teaching methods and assesses changes in students’ knowledge, skills, and confidence.</div></div><div><h3>Results</h3><div>Results show educationally significant improvement in knowledge in 50% of modules, and to a greater extent, improvement in skills (66.7% of modules) and confidence (66.7% of modules).</div></div><div><h3>Conclusions</h3><div>Lessons learned, limitations, and future recommendations are detailed. The results of this evaluation indicate this is a promising new teaching methodology, and future more robust studies are warranted.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101730"},"PeriodicalIF":3.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and improvement of non-technical skills in interprofessional healthcare teams through simulation-based experiences: A systematic review","authors":"Patrik Pucer PhD,&nbsp;Kristina Martinović MSc, RN,&nbsp;Igor Karnjuš PhD, RN,&nbsp;Jakob Renko MSc, RN","doi":"10.1016/j.ecns.2025.101726","DOIUrl":"10.1016/j.ecns.2025.101726","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based experiences (SBE) are widely used for developing non-technical skills (NTS), but their application in interprofessional healthcare teams training remains underexplored.</div></div><div><h3>Aim</h3><div>The aim was to explore the development and improvement of NTS in interprofessional healthcare teams through SBE.</div></div><div><h3>Methods</h3><div>A systematic review of literature from 2013 to 2023 was conducted using PubMed, Web of Science, and EBSCOHost. The risk of bias was assessed with Critical Appraisal Skills Programme Checklists.</div></div><div><h3>Results</h3><div>A total of 22 studies were included. Among NTS categories, teamwork and co-operation was identified in all studies, situation awareness in 18, leadership and management in 16, and problem-solving and decision-making in 14. Healthcare teams were predominantly composed of medical doctors and nurses. Care of critically ill patient was addressed in 12 studies, operative care in six, and other fields in four. High-fidelity simulators were used in 15 studies.</div></div><div><h3>Conclusions</h3><div>SBE may effectively develop and improve NTS in interprofessional teams. There are opportunities to broaden its application across healthcare systems and expand its use into less explored fields involving diverse professions.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101726"},"PeriodicalIF":3.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current state of simulation in advanced practice nursing programs: A survey in French-speaking countries","authors":"Sabrina Chevalier MSc ,&nbsp;Méryl Paquay PhD ,&nbsp;Alexandre Ghuysen PhD ,&nbsp;Samuel Stipulante PhD","doi":"10.1016/j.ecns.2025.101723","DOIUrl":"10.1016/j.ecns.2025.101723","url":null,"abstract":"<div><h3>Background</h3><div>In the French-speaking world, the role of advanced practice nurse (APN) has been evolving, with the establishment of numerous training programs. Simulation-based education plays a key role in APN training, yet no survey has assessed the specifics of its current use. This study aims to investigate the current state of simulation use in APN education in three French-speaking countries and compare these results with North American standards.</div></div><div><h3>Methods</h3><div>A descriptive survey was conducted, using a 32-item questionnaire, across APN programs in three French-speaking countries: Belgium, France and Canada. The survey covered general information, use of simulation, factors influencing simulation use and evaluation of simulation programs. The survey was distributed to APN training institutions via email.</div></div><div><h3>Results</h3><div>Responses were collected from 36 APN training centers across the three different French-speaking countries, with 93% of programs found to be incorporating simulation. Barriers included financial constraints and staffing shortages. Similarities and differences between French-speaking countries and North America were outlined.</div></div><div><h3>Conclusions</h3><div>This study highlights the integration of simulation in APN programs across three French-speaking countries, despite challenges such as limited resources. Telesimulation and interdisciplinarity simulation offer potential for future research. Comparisons with U.S. programs reveal similarities, indicating a global need to improve training for APN.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101723"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of three different simulation methods used in urinary catheterization training","authors":"Ece Kurt RN, PhD ,&nbsp;Evşen Nazik RN, PhD ,&nbsp;Ayten Zaybak RN, PhD","doi":"10.1016/j.ecns.2025.101729","DOIUrl":"10.1016/j.ecns.2025.101729","url":null,"abstract":"<div><h3>Background</h3><div>This study was designed as a randomized study to determine the effects of three different simulation methods used in urinary catheterization training on nursing students' skills, satisfaction and self-confidence.</div></div><div><h3>Method</h3><div>The students were divided into three groups and each group experienced urinary catheterization with a different simulation method.</div></div><div><h3>Results</h3><div>Students' skill levels from the highest to lowest were determined as the virtual reality simulation group, task-trainer simulation group, high-fidelity simulation group and there was a statistically significant difference between their mean scores. It was determined that the students' satisfaction and self-confidence total score averages were similar in the virtual reality simulation group and the task-trainer simulation group, and were significantly higher than the high-fidelity simulation group.</div></div><div><h3>Conclusion</h3><div>The findings obtained from the research show that it is appropriate to use virtual reality simulation method and task-trainer simulation method in urinary catheter training of first-year nursing students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101729"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of ChatGPT in pediatric simulation-based tests of nursing courses in Taiwan: A descriptive study","authors":"Hui-Man Huang,&nbsp;Shao-Hui Shu","doi":"10.1016/j.ecns.2025.101732","DOIUrl":"10.1016/j.ecns.2025.101732","url":null,"abstract":"<div><h3>Background</h3><div>ChatGPT is a generative language model that enhances personalized learning, encourages critical thinking, and supports problem-based learning. However, its use in nursing education requires further validation. This study aimed to assess the performance of ChatGPT models on pediatric simulation-based assessment tests, and compare the test scores with nursing students.</div></div><div><h3>Methods</h3><div>A descriptive study was conducted. The ChatGPT-3.5 and 4.0 were used to complete pediatric simulation-based assessment tests, analyze the content of the responses, and compare scores to those of nursing students. The test included four pediatric simulated scenarios and consisted of 40 items. A passing grade was an average score of 60 or above. A total of 267 fourth-year Associate Degree in Nursing (ADN) program students were recruited for this study.</div></div><div><h3>Results</h3><div>The scores of ChatGPTs were significantly different (<em>p</em> &lt; .05). GPT-4.0 outperformed GPR-3.5, and more effectively conveyed and interpreted images. There are four domains to explain the performance of GPTs: Good Assist, Answer inconsistencies between ChatGPTs, Fabricated information, and Inability to provide comprehensive assessments. Compared to students, the scores of all sections of nursing students were higher than GPTs, except the second round GPT-4.0.</div></div><div><h3>Conclusions</h3><div>ChatGPT is a useful tool in nursing education. However, ChatGPT could not pass all the pediatric simulation-based assessment tests. It is cautious when utilizing ChatGPT to detect real clinical situations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101732"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prebriefing techniques that promote psychological safety and clinical judgment in nursing students","authors":"Holldrid Odreman PhD, MScN-Ed, RN, CCNE, CCSNE,&nbsp;Stephen Shears MN, RN,&nbsp;Ryan McNally BScN, RN,&nbsp;Tasha Labrie RPN,&nbsp;Marissa Riolino RPN,&nbsp;Lauren Adamson RPN","doi":"10.1016/j.ecns.2025.101724","DOIUrl":"10.1016/j.ecns.2025.101724","url":null,"abstract":"<div><h3>Background</h3><div>There is a need to investigate the relationship between psychological safety and clinical performance of students. Prebriefing methods to support psychological safety are limited.</div></div><div><h3>Methods</h3><div>A randomized controlled trial (RCT) experimental design with multiple post-tests involved 38 practical nursing students in three separate prebriefing techniques. Quantitative approaches measured groups’ psychological safety and clinical judgment.</div></div><div><h3>Results</h3><div>Statistical analysis showed a positive correlation between psychological safety and clinical judgment when using Virtual Reality as a prebriefing technique, especially when facilitated by the educator.</div></div><div><h3>Conclusions</h3><div>Innovative prebriefing techniques using virtual reality can enhance the psychological safety and clinical judgment of students, as they prepare for real-world clinical settings.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101724"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of an innovative obstetrical simulation with drone technology","authors":"Darlene A. Showalter DNP, CNS ,&nbsp;Lauren Milam MSN, RN ,&nbsp;Kim Budisalich DNP, CRNP, FNP-BC, CHSE ,&nbsp;Casey L. Calamaio MSc ,&nbsp;Azita Amiri PhD, MPH, CPH, RN, FAAN","doi":"10.1016/j.ecns.2025.101725","DOIUrl":"10.1016/j.ecns.2025.101725","url":null,"abstract":"<div><div>To prepare a nursing workforce qualified to use drones as part of healthcare, a simulation was designed and implemented as a just-in-time learning opportunity for nursing students. Even in the best clinical rotations, it is uncommon for students to be exposed to real-life scenarios that require collaboration and utilization of technologies such as drones. Senior-level baccalaureate students enrolled in a maternal-infant course participated in a high-fidelity simulation in which a drone was utilized to meet the urgent needs of an obstetrical client. In this simulation, a supply chain issue compromises the standard of care for a preterm client. In collaboration with a simulated industry partner, supplies and collected specimens were transported via drone to meet the client’s healthcare needs and standard of practice. As a result of this simulation, students expressed an understanding of the role of technology in healthcare and indicated a level of readiness to collaborate to implement technology-based solutions to enhance healthcare.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101725"},"PeriodicalIF":3.4,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143860598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing clinical leadership through high-fidelity obstetric simulation: A multimethods study in Thai nursing students","authors":"Piyanut Xuto RN, PhD ,&nbsp;Piyaporn Prasitwattanaseree RN, PhD ,&nbsp;Tareewan Chaiboonruang RN, PhD ,&nbsp;Lawitra Khiaokham RN, MNS ,&nbsp;Karnjana Nimarangkul RN, MNS ,&nbsp;Daniel Bressington RN, PhD ,&nbsp;Chiharu Miyata PhD","doi":"10.1016/j.ecns.2025.101720","DOIUrl":"10.1016/j.ecns.2025.101720","url":null,"abstract":"<div><h3>Background</h3><div>Effective clinical leadership is essential for healthcare, particularly in high-stakes environments like obstetrics. Simulation-Based Learning (SBL) offers a controlled, replicable setting for students to engage in leadership roles. This study evaluates the effectiveness of SBL in enhancing clinical leadership skills among nursing students and explores how they apply leadership competencies within high-fidelity obstetric scenarios.</div></div><div><h3>Methods</h3><div>A multimethod study was conducted with 23 fourth-year undergraduate nursing students attending two leadership simulation scenarios. Quantitative data comprised a validated clinical leadership skills assessment tool, with pre- and postintervention scores analyzed using paired t-tests. Focus group discussions provided qualitative insights into students' learning experiences.</div></div><div><h3>Results</h3><div>The SBL yielded statistically significant improvements in cognitive competency, interpersonal competency and intrinsic competency (all <em>p</em> &lt; .001). Thematic analysis identified “<em>Building Leadership Resilience through Obstetric Nursing SBL</em>” as the core theme and four accompanying themes.</div></div><div><h3>Conclusion</h3><div>The SBL intervention seems an effective method for enhancing clinical leadership among nursing students in obstetrics. Thematic analysis identified that leadership resilience is fostered through decision-making under pressure, team trust and delegation, and emotional composure.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101720"},"PeriodicalIF":3.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Launching immersive virtual reality in a prelicensure nursing program","authors":"Jessica Madiraca PhD, RN, CCRN-K ,&nbsp;Kathleen Schell PhD, RN","doi":"10.1016/j.ecns.2025.101722","DOIUrl":"10.1016/j.ecns.2025.101722","url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR) was used during three semesters in 2023 and 2024 to strengthen Bachelor of Science in Nursing (BSN) honors students’ abilities to think critically in dynamic, “real time” clinical scenarios and to delegate appropriately to unlicensed assistive personnel (UAPs).</div></div><div><h3>Methods</h3><div>IVR engaged learners’ visual and auditory senses through headset and hand controls in a computer-generated 3D hospital environment.</div></div><div><h3>Results</h3><div>The authors review faculty and simulation resource planning and preparation for IVR initiation in the BSN program. IVR implementation included student orientation, prework, prebrief, and debriefing associated with a one patient scenario for juniors and a four-patient scenario for seniors.</div></div><div><h3>Conclusion</h3><div>Faculty insights and student perspectives are shared to highlight challenges as well as the potential of IVR as a transformative tool in nursing education and to guide further IVR integration in the curriculum.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101722"},"PeriodicalIF":3.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}