Clinical Simulation in Nursing最新文献

Low resource, high impact: Just-in-time training toolkit in response to a public health crisis 低资源，高影响：应对公共卫生危机的即时培训工具包

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-05 DOI: 10.1016/j.ecns.2024.101629

{"title":"Low resource, high impact: Just-in-time training toolkit in response to a public health crisis","authors":"","doi":"10.1016/j.ecns.2024.101629","DOIUrl":"10.1016/j.ecns.2024.101629","url":null,"abstract":"<div><h3>Background</h3><div>Infectious disease crisis requires incident specific training and presents unique circumstances for teaching and learning to protect patients and healthcare workers. This toolkit was developed by a team of nurse educators and infection prevention researchers to a) offer training to nurses and nursing students who were frontline healthcare providers during the COVID-19 pandemic on the use of personal protective equipment in the context of the hierarchy of controls and b) evaluate the just-in-time training using simulation methods.</div></div><div><h3>Methods</h3><div>Interactive content for online delivery was developed, including briefing, simulation content, and debriefing. Participants were recruited via professional, practice, and academic networks. Instructors and learners were asked to complete an evaluation on satisfaction with learning, self-confidence, and design. Data were collected between May 2020 and September 2023; descriptive quantitative and qualitative data were analyzed.</div></div><div><h3>Results</h3><div>Demographic data from 1,239 participants across 18 countries shows the majority were female (89%), 20-30 years old (81%), nurses (97%), and practiced in academic (48%) settings. Evaluation data from instructors (N = 39) and learners (N=1,159) was positive overall (<em>M</em> = 4.1; <em>M</em> = 4.5, respectively).</div></div><div><h3>Conclusion</h3><div>Simulation for just-in-time training with online video observation during a pandemic offers nurse educators in academia and practice settings a rapid, feasible, and safe method of learning crisis-specific infection prevention and occupational safety practice guidance.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592849","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}

引用次数: 0

Virtual simulation-based educational training enhances nursing students’ preparedness to conduct perinatal intimate partner violence screenings 基于虚拟仿真的教育培训提高了护理专业学生进行围产期亲密伴侣暴力筛查的准备程度

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-04 DOI: 10.1016/j.ecns.2024.101635

{"title":"Virtual simulation-based educational training enhances nursing students’ preparedness to conduct perinatal intimate partner violence screenings","authors":"","doi":"10.1016/j.ecns.2024.101635","DOIUrl":"10.1016/j.ecns.2024.101635","url":null,"abstract":"<div><div>Intimate partner violence (IPV) is an unfortunately prevalent experience during the perinatal period and significantly impacts both maternal and fetal health. Ensuring nursing students are adequately prepared to conduct IPV screening and respond to patients’ disclosure of IPV upon graduation is essential to promoting enhanced maternal-child health outcomes. Seventy-eight undergraduate nursing students in their third semester of nursing school participated in the simulated scenario and provided complete data. Students engaged in a virtual simulation-based educational training (SBET) and completed a preposttest assessing their knowledge, skills, and attitudes related to IPV screening and response. Students’ knowledge and skills significantly improved as a result of the virtual SBET (<em>t</em> = −5.99, <em>p</em> < .001, <em>d</em> = −0.67 and <em>t</em> = −4.33, <em>p</em> < .001, <em>d</em> = −0.48, respectively). A relatively low-cost, low-burden virtual SBET can significantly improve nursing students’ perceived knowledge and skills in identifying and caring for pregnant patients experiencing IPV.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579085","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}

引用次数: 0

Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students 通过客观结构化临床考试为临床实习和实习过渡做准备：家庭护士学生的定性研究

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-04 DOI: 10.1016/j.ecns.2024.101636

{"title":"Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students","authors":"","doi":"10.1016/j.ecns.2024.101636","DOIUrl":"10.1016/j.ecns.2024.101636","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.</div></div><div><h3>Background</h3><div>OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.</div></div><div><h3>Methods</h3><div>This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.</div></div><div><h3>Results</h3><div>Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.</div></div><div><h3>Conclusion</h3><div>Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579084","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}

引用次数: 0

Utilisation, Application and Effectiveness of Metaverse in Simulation-Based Nursing Education: Protocol for a Mixed Methods Systematic Review 基于模拟的护理教育中Metaverse的利用、应用和效果：混合方法系统回顾协议

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-04 DOI: 10.1016/j.ecns.2024.101626

{"title":"Utilisation, Application and Effectiveness of Metaverse in Simulation-Based Nursing Education: Protocol for a Mixed Methods Systematic Review","authors":"","doi":"10.1016/j.ecns.2024.101626","DOIUrl":"10.1016/j.ecns.2024.101626","url":null,"abstract":"<div><h3>Background</h3><div>Metaverse is an emerging technological innovation, enhancing simulation-based learning experiences and providing students with opportunities to practice skills in a safe environment, building their confidence to perform complex clinical tasks before engaging in the real world. However, limited research on its use, application and effectiveness in simulation-based nursing education exists. This systematic review will evaluate the literature on Metaverse utility, application and effectiveness in nursing education.</div></div><div><h3>Methods/design</h3><div>A comprehensive search of Scopus, Web of Science, ProQuest, Cumulated Index to Nursing and Allied Health Literature (CINAHL), PubMed, ProQuest, IEEE Explore, and Education Resources Information Center (including ERIC) will be conducted in November 2023- December 2023 covering content from January 2013 to July 2023. Quantitative, qualitative and mixed methods studies that focus on the use, application and effectiveness of the Metaverse in nursing simulation-based learning will be included. As the research is focusing on student learning, studies including registered nurses or other health disciplines will be excluded. Outcome measures to be considered relate to use, application and effectiveness of Metaverse in nursing student simulation-based learning. Two reviewers will independently screen studies and assess eligibility based on our prespecified eligibility criteria, and then extract data from each eligible study using the Mixed Methods Appraisal Tool.</div></div><div><h3>Discussion</h3><div>This systematic review will produce the first rigorous synthesis on the use, application and effectiveness of the Metaverse in nursing simulation-based learning and will have important implications on the future of nursing education through the recommendations we make on its future use in nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Use of the Anesthetists’ Non-technical Skills (ANTS) Framework with screen-based simulation for nurse anesthetists 将麻醉师非技术技能（ANTS）框架与基于屏幕的麻醉师护士模拟训练相结合

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-02 DOI: 10.1016/j.ecns.2024.101641

{"title":"Use of the Anesthetists’ Non-technical Skills (ANTS) Framework with screen-based simulation for nurse anesthetists","authors":"","doi":"10.1016/j.ecns.2024.101641","DOIUrl":"10.1016/j.ecns.2024.101641","url":null,"abstract":"<div><h3>Background</h3><div>Non-technical skills (NTS) include situational awareness, teamwork, decision making, and leadership. Intraoperative errors and adverse patient outcomes are associated with providers lacking NTS. Screen-based simulation (SBS) can be used to teach NTS.</div></div><div><h3>Methods</h3><div>Using Kane's validity framework, the validity of a multiplayer SBS versus manikin-based simulation (MBS) as a platform for NTS education and assessment of Certified Registered Nurse Anesthetists (CRNA) using the Anesthetist's NTS (ANTS) Framework was examined. Scripted scenarios were recorded in a commercial platform for SBS and mirrored in a MBS. Expert panelists completed the SBS scenario, and rated performances, SBS fidelity, and platform utility.</div></div><div><h3>Results</h3><div>Expert panelists agreed the scenario was relevant to CRNA practice, ANTS was an appropriate assessment tool with SBS, and the SBS platform was appropriate for CE activities yet inappropriate for high-stakes assessments. Kane's extrapolation inference was supported, while scoring, generalization, and implication inferences require further investigation.</div></div><div><h3>Conclusions</h3><div>The evaluated SBS platform and scenario could be used to teach CRNAs NTS, yet the use of SBS for high-stakes assessments requires further validation.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571458","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}

引用次数: 0

Clinical judgment, person-centered care and professionalism: A transmodal ordered network analysis of student performance in virtual patient simulations 临床判断、以人为本的护理和专业精神：对虚拟病人模拟中学生表现的跨模式有序网络分析

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-02 DOI: 10.1016/j.ecns.2024.101622

{"title":"Clinical judgment, person-centered care and professionalism: A transmodal ordered network analysis of student performance in virtual patient simulations","authors":"","doi":"10.1016/j.ecns.2024.101622","DOIUrl":"10.1016/j.ecns.2024.101622","url":null,"abstract":"<div><h3>Background</h3><div>Few studies have connected nursing students’ performance in simulations to clinical competencies exemplified in The Essentials and the NCJMM. This retrospective study examined the effectiveness of screen-based virtual patient simulations (VPS) in facilitating ten undergraduate prelicensure students’ practice of clinical judgment, person-centered care, and professionalism.</div></div><div><h3>Methods</h3><div>Multimodal transcripts capturing patient interactions, exam actions, and documentation in a gerontology and mental health scenario were analyzed using Transmodal Ordered Network Analysis (T/ONA). We examined the strength and order of connections students made to recognizing cues, analyzing cues, diagnosing and prioritizing hypotheses, generating solutions, evaluating outcomes, subjective assessment, therapeutic communication, and care-management and coordination.</div></div><div><h3>Findings</h3><div>Both scenarios afforded opportunities for students to gather comprehensive data and make evidence-based and patient-centered care decisions. However, students’ patterns of connection making were significantly different for virtual patients who presented palliative care versus mental health care needs.</div></div><div><h3>Conclusion</h3><div>The assurance for nursing students’ practice readiness can be realized through careful implementation of diverse assignment types and scenarios in VPS. T/ONA provides a novel and systematic approach for studying student behaviors in simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571459","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}

引用次数: 0

2024 to 2027 Research Priorities continue to mirror INACSL's core values 2024 年至 2027 年的研究重点继续体现国际南极科学院的核心价值

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-11-01 DOI: 10.1016/j.ecns.2024.101650

引用次数: 0

Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study 从护理专业学生的角度看模拟教学中的前期简报：定性描述研究

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-10-31 DOI: 10.1016/j.ecns.2024.101634

{"title":"Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study","authors":"","doi":"10.1016/j.ecns.2024.101634","DOIUrl":"10.1016/j.ecns.2024.101634","url":null,"abstract":"<div><h3>Background</h3><div>Prebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data.</div></div><div><h3>Results</h3><div>Twenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings.</div></div><div><h3>Conclusions</h3><div>Findings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552042","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}

引用次数: 0

Rapid cycle deliberate practice for an ECMO emergency simulation training for nurses: A quasi-experimental study 护士 ECMO 急救模拟培训的快速循环刻意练习：准实验研究

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-10-30 DOI: 10.1016/j.ecns.2024.101630

{"title":"Rapid cycle deliberate practice for an ECMO emergency simulation training for nurses: A quasi-experimental study","authors":"","doi":"10.1016/j.ecns.2024.101630","DOIUrl":"10.1016/j.ecns.2024.101630","url":null,"abstract":"<div><h3>Background</h3><div>The air entering the ECMO circuit is considered a mechanical emergency with a high mortality rate. Team training for nurses is necessary to handle these emergencies.</div></div><div><h3>Method</h3><div>Quasi-experimental pre- and post-intervention study. Data were collected from October 2021 to February 2022 at a hospital in Rio de Janeiro, Brazil. The intervention was the Rapid Cycle Deliberate Practice simulation training. The analysis included comparing performance between pre and post-test, time to action, and satisfaction and self-confidence. Inferential statistics and intervention effect size were calculated.</div></div><div><h3>Results</h3><div>28 nurses participated in the research. Performance scores increased by 44.1% in the post-test, with an average reduction of 3.54 minutes in time spent on actions (<em>p</em> < .0001). The effect size of the intervention was high, and participants were satisfied and self-confident.</div></div><div><h3>Conclusion</h3><div>RCDP can be applied as a simulation strategy for training in the management of an arterial air ECMO emergency, with improved participant performance.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552038","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}

引用次数: 0

Comparing two online learning activities addressing interprofessional approach on health science students’ attitudes towards teamwork 比较两种针对跨专业方法的在线学习活动对健康科学专业学生团队合作态度的影响

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2024-10-30 DOI: 10.1016/j.ecns.2024.101638

{"title":"Comparing two online learning activities addressing interprofessional approach on health science students’ attitudes towards teamwork","authors":"","doi":"10.1016/j.ecns.2024.101638","DOIUrl":"10.1016/j.ecns.2024.101638","url":null,"abstract":"<div><h3>Background</h3><div>Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online learning for many health sciences educators. This study was conducted to compare the effects of two online learning activities addressing interprofessional teamwork on health science students’ attitudes towards teamwork.</div></div><div><h3>Methods</h3><div>This study was designed as a randomized quasi-experimental study. The nursing (<em>n</em> = 30), physiotherapy and rehabilitation (<em>n</em> = 30), and nutrition-dietetics (<em>n</em> = 30) students were assigned to either online standardized patient simulation (<em>n</em> = 45) or online case analysis (<em>n</em> = 45) groups. Students’ attitudes towards interprofessional teamwork were collected pre- and post-test evaluation using the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ).</div></div><div><h3>Results</h3><div>No significant differences were found between T-TAQ mean scores prior the intervention (<em>p</em> > .05). However, following the intervention, whilst the T-TAQ mean scores were not found to be statistically significant between the two groups (<em>p</em> > .05), the students’ pretest and posttest T-TAQ mean scores did show a statistically significant difference (<em>p</em> < .05).</div></div><div><h3>Conclusion</h3><div>We found online learning activities to be a successful alternative to physical interprofesional education activities and a worthwhile opportunity to develop health science students to interprofesional teamwork.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552040","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}

引用次数: 0