Clinical Simulation in Nursing最新文献

{"title":"Exploring the experiences of undergraduate students as standardized participants","authors":"Meg CW Lagunas PhD ,&nbsp;Krista Collins MSN","doi":"10.1016/j.ecns.2025.101751","DOIUrl":"10.1016/j.ecns.2025.101751","url":null,"abstract":"<div><h3>Background</h3><div>Standardized participants (SPs) are trained to portray a patient, family, or team member role in a simulated learning experience. SPs provide realism, specialized learning opportunities, and feedback. Although use of SPs is well supported, little is known about the experience of being a SP among undergraduate, non-nursing college students (UGS).</div></div><div><h3>Sample</h3><div>Twelve UGS employed as SPs for a virtual workshop on end-of-life communication skills for a multidisciplinary healthcare team.</div></div><div><h3>Methods</h3><div>This mixed methods research project aimed to understand the UGS SP experience. Data was gathered from a homegrown post-employment survey.</div></div><div><h3>Results</h3><div>The data analysis supports that being an SP as an UGS is a reasonable, and positive experience that may support one’s decision to enter training as a future healthcare provider.</div></div><div><h3>Conclusion</h3><div>This analysis supports the use of UGS SPs. Further investigation is needed to determine if being an SP is an experiential learning activity for the UGS.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101751"},"PeriodicalIF":3.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167702","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":"Piloting a brief psychoeducational intervention to reduce the impact of social anxiety on mental health simulations for nursing students","authors":"Mark Kenwright,&nbsp;Patricia Awty,&nbsp;Chris Bye,&nbsp;Donna Doherty,&nbsp;Daniela Leese,&nbsp;Emily Edwards","doi":"10.1016/j.ecns.2025.101734","DOIUrl":"10.1016/j.ecns.2025.101734","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based learning can trigger disabling social anxiety in mental health simulations where interpersonal skills are observed and critiqued by others, yet an effective cognitive behavioural intervention has been developed to address social anxiety.</div></div><div><h3>Methods</h3><div>In this uncontrolled observational multi-methods cohort study, 56 third-year undergraduate Mental Health Nursing students completed anonymous online measures of social anxiety after a first mental health simulation. A session of psychoeducation and skills practice based on the principles of Cognitive Behavioural Therapy for social anxiety (Clark and Wells, 1997) was then delivered for all students. The following week a second mental health simulation took place, and post-simulation ratings were repeated.</div></div><div><h3>Results</h3><div>Students rated less social anxiety (pre-post Effect Size 0.3); less impact on their attention (pre-post E.S. 1.0) and less challenge to their learning/ performance (pre-post E.S. 0.9) during the second, post-psychoeducation simulation. Students expressed a preference for smaller groups and more unobserved practise due to feeling alienated by cameras.</div></div><div><h3>Conclusions</h3><div>Brief psychoeducation on social anxiety appears efficacious in reducing its negative impact on student performance and learning during simulation. Such training could be easily incorporated into simulation-based healthcare education programmes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101734"},"PeriodicalIF":3.4,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167703","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":"Validity and reliability testing of the Creighton Competency Evaluation Instrument 2.0© (CCEI 2.0)","authors":"Julie A. Manz PhD, RN, CNE ,&nbsp;Martha J. Todd PhD, APRN–NP ,&nbsp;Lindsay Iverson DNP, APRN, ACNP-BC ,&nbsp;Sarah J. Ball PhD, RNC–OB, C-EFM, CHSE ,&nbsp;Lucas Manning DNP, RN, CHSE ,&nbsp;Robert Topp PhD, RN","doi":"10.1016/j.ecns.2025.101736","DOIUrl":"10.1016/j.ecns.2025.101736","url":null,"abstract":"<div><h3>Background</h3><div>Nurse educators are committed to preparing the next generation of clinically proficient nurses through competency-based education (CBE). The Creighton Competency Evaluation Instrument© 2.0 (CCEI 2.0) has demonstrated content validity. The purpose of this study was to evaluate the internal consistency reliability, criterion-related validity, and test-retest reliability of the CCEI 2.0.</div></div><div><h3>Methods</h3><div>104 nurse educator participants were randomly assigned to view and score a video depicting a nurse-actor in a simulated clinical experience performing at a level of below competency, at expected level of competency, or above expected level of competency. Four weeks later, 45 participants scored the same video again to determine test-retest reliability of the instrument.</div></div><div><h3>Results</h3><div>Cronbach’s alpha and item-total correlations reveal that the CCEI 2.0 indicates a high degree of internal consistency for Clinical Judgment Score (α = 0.913), Total Competency score (α = 0.948), and for criterion-related validity. Test-retest reliability demonstrated reliability of the instrument over time.</div></div><div><h3>Conclusion</h3><div>The CCEI 2.0 provides nurse educators with instrument that has demonstrated validity and reliability to assess student competency in simulated clinical experiences.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101736"},"PeriodicalIF":3.4,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124089","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":"A volunteer-driven standardized patient training unit: A sustainable model for resource-limited institutions","authors":"Selçuk Akturan","doi":"10.1016/j.ecns.2025.101741","DOIUrl":"10.1016/j.ecns.2025.101741","url":null,"abstract":"<div><h3>Background</h3><div>The standardized patient (SP) method significantly contributes to medical education by enabling healthcare professionals to enhance their clinical and communication skills. However, challenges such as cost and sustainability limit the widespread adoption of SP programs.</div></div><div><h3>Method</h3><div>A unique model developed at a medical school in Turkey, based on volunteer involvement and institutional support, has demonstrated a cost-effective implementation of the SP method. The SP Training Unit model aims to train individuals to assume patient roles in educational activities and establish to organize these activities.</div></div><div><h3>Results</h3><div>The model has supported the broader adoption of the SP method. The SP Training Unit has been utilized in over 100 training and assessment activities across various departments and institutions over the past three years.</div></div><div><h3>Conclusion</h3><div>The volunteer-driven SP Training Unit model is cost-effective, sustainable with institutional support, and improves outcomes through training and incentives, addressing financial barriers to broader adoption.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101741"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124924","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":"Feasibility and acceptability of incorporating artificial intelligence into simulation education","authors":"Beth Ann Swan PhD, RN, CHSE, FAAN, ANEF ,&nbsp;Sarah Febres-Cordero PhD, RN ,&nbsp;Laika Steiger MBA, CHSOS, CHSE, FACHE ,&nbsp;Alexa Lisenby BS ,&nbsp;Tatiana Getz BS ,&nbsp;Jack Hudson MPH ,&nbsp;Katie Cole DNP, CRNA, CHSE ,&nbsp;Russ Branch DNP, CRNA, ACNP-BC, CNE ,&nbsp;Carrie McDermott PhD, APRN, ACNS-BC ,&nbsp;Kim Fugate CHSE, CHSOS ,&nbsp;Nicholas A. Giordano PhD, RN, FAAN","doi":"10.1016/j.ecns.2025.101739","DOIUrl":"10.1016/j.ecns.2025.101739","url":null,"abstract":"<div><h3>Background</h3><div>Simulation serves as one opportunity for students to engage with AI and enhance their learning experience. This study examined the feasibility and acceptability of incorporating AI into simulation education.</div></div><div><h3>Methods</h3><div>Students participated in a high-fidelity simulation scenario with an AI-enabled mannequin to learn how to effectively respond to an opioid-involved overdose. Participants completed acceptability/ feasibility measures, and surveys on knowledge and attitudes towards responding to an overdose.</div></div><div><h3>Results</h3><div>Participants’ attitudes towards (<em>p</em> = 0.002) and knowledge (<em>p</em> = 0.004) about responding significantly increased and remained high up to a month later and found the AI-enabled mannequin to be acceptable and feasible to engage with in the simulation environment.</div></div><div><h3>Conclusions</h3><div>AI-enabled mannequins were found to be acceptable and feasible to incorporate into simulation nursing education to learn how to respond to an opioid-involved overdose. These findings highlight the need for additional research examining the utility of AI in simulation scenarios to improve learners’ outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101739"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115372","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":"Comparing virtual reality and live standardized patient drill simulation-based triage training methods in terms of triage knowledge and performance","authors":"Hossam N. Alhawatmeh PhD ,&nbsp;Saed A. Rawashdeh MSN ,&nbsp;Mahmoud T. Alwidyan PhD ,&nbsp;Sawsan Abuhammad PhD","doi":"10.1016/j.ecns.2025.101749","DOIUrl":"10.1016/j.ecns.2025.101749","url":null,"abstract":"<div><h3>Background</h3><div>Several methods have been developed to increase the efficiency of triaging the victims of mass casualty incident (MCI). In teaching MCI that use mock patients, such as standardized patients (SPs), the live disaster drill is considered as primary teaching tool. However, this teaching method is expensive and requires a lot of resources. Virtual reality (VR) is a valuable evolving tool for teaching and testing mass casualty triage.</div></div><div><h3>Aim</h3><div>The aims of this study were to compare VR disaster drill with live disaster drill using SPs in terms of triage knowledge and performance for Jordanian paramedic students.</div></div><div><h3>Method</h3><div>A randomized controlled parallel design was used. The sample comprised 102 selected students of the Paramedic Diploma program at Amman’s Civil Defense College. A convenience sampling method was used to select participants and a simple random assignment was used to distribute participants into the study arms (VR vs. SPs). Triage knowledge was measured at baseline and two weeks after the intervention. Triage performance was measured during the disaster drills.</div></div><div><h3>Results</h3><div>Paired t-tests showed that there was a statistically significant increase in the triage knowledge between the pretest and post-test in VR and SP groups. The independent t-test revealed that there were no statistically significant differences in the mean knowledge and triage performance scores between the SP and VR groups.</div></div><div><h3>Conclusion</h3><div>VR-based training demonstrated noninferior outcomes compared to SP drills, supporting its utility as a complementary triage education tool when live simulations are logistically constrained.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101749"},"PeriodicalIF":3.4,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115607","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":"Preparing future healthcare professionals: Role-play and simulation in TeamSTEPPS training","authors":"Kelly Foltz-Ramos PhD, RN, FNP-BC, CHSE-A ,&nbsp;Christopher J. Stavisky PhD, OTR/L ,&nbsp;Michael R. Brown PT, DPT, PhD, OCS, FAAOMPT ,&nbsp;Lisa J. Jacobsen MD, MPH, MSHPEd ,&nbsp;Aimee Larson DMSc, PA-C ,&nbsp;Kenneth V. Snyder MD, PhD, MAS, FACS, FAANS ,&nbsp;Lina R. Vinder EdM ,&nbsp;Nicholas M. Fusco PharmD","doi":"10.1016/j.ecns.2025.101747","DOIUrl":"10.1016/j.ecns.2025.101747","url":null,"abstract":"<div><h3>Background</h3><div>In contemporary healthcare, effective communication among healthcare team members is vital for enhancing patient safety and care delivery outcomes. The Joint Commission has identified communication breakdowns as a major factor in sentinel events. Interprofessional education (IPE) is a key strategy for equipping future healthcare professionals with teamwork and communication skills. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an established IPE program developed to improve team performance and patient safety through improved communication skills. This article introduces an innovative method for teaching TeamSTEPPS to interprofessional students at a large public university.</div></div><div><h3>Methods</h3><div>The study involved 466 students from various health occupations and compared participation in a role-play session prior to simulation versus simulation without role-play.</div></div><div><h3>Results</h3><div>In all participating students, a positive attitude was observed on attitudes toward teamwork. Students who participated in role-play before simulation reported higher confidence in using TeamSTEPPS tools.</div></div><div><h3>Conclusion</h3><div>Role-play prior to simulation can be a strategy to enrich the instructional design to teach TeamSTEPPS tools to a large, diverse group of interprofessional students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101747"},"PeriodicalIF":3.4,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116811","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":"Exploring nursing assistants’ experiences of empathy development through aging simulation in long-term care: A qualitative study","authors":"Li-Ping Chen MS, RN ,&nbsp;Yeu-Hui Chuang PhD, RN ,&nbsp;Su-Fen Cheng PhD, RN ,&nbsp;Chien-Lin Kuo PhD, RN","doi":"10.1016/j.ecns.2025.101738","DOIUrl":"10.1016/j.ecns.2025.101738","url":null,"abstract":"<div><h3>Background</h3><div>Empathy training for nursing assistants (NAs) in long-term care (LTC) is often insufficient. Although aging simulation has shown promise in enhancing empathy, its effectiveness for NAs remains underexplored.</div></div><div><h3>Aim</h3><div>This study explored NAs’ experiences with an aging simulation program and its effect on empathy toward older residents.</div></div><div><h3>Method</h3><div>A descriptive qualitative design was used. Fifteen NAs from a veterans' home in Taiwan participated in two focus group interviews after the simulation. Data were analyzed using content analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: recognizing unempathetic caregiving practices, experiencing aging and disability challenges, enhancing connection and communication, and transformative learning and growth.</div></div><div><h3>Conclusion</h3><div>Aging simulation, integrating assistive devices, role-playing, and reflection, enhanced NAs’ empathy, fostering a shift in attitude and caregiving approach. Findings support simulation-based training to promote empathetic, person-centered care in LTC.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101738"},"PeriodicalIF":3.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088693","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":"Interdisciplinary online simulation: A collaborative pilot innovation for health professional students","authors":"Belinda K. Judd ,&nbsp;Tayne Ryall ,&nbsp;Christie Van Diggele ,&nbsp;Kellie Britt ,&nbsp;Kelly Squires ,&nbsp;Pauletta Irwin","doi":"10.1016/j.ecns.2025.101731","DOIUrl":"10.1016/j.ecns.2025.101731","url":null,"abstract":"<div><div>Interprofessional learning prepares health graduates to work in collaborative multidisciplinary teams, a cornerstone of quality patient care. Synchronous online cross-institutional multidisciplinary simulation may address some barriers to interprofessional learning. Nineteen participants completed the pilot. Eleven clinical experts from seven health disciplines formed a reference group, and eight students from three disciplines (nursing, pharmacy and physiotherapy) trialed the intervention. This pilot online simulation included case development, reference group review, creation of vignettes, student trials and qualitative evaluation<strong>.</strong> The reference group validated the cases with some minor amendments for professional relevance. Educators confirmed suitability and feasibility. Preliminary findings support students’ development of role clarity and professional identity, with improved collaboration and strong support for interprofessional integration into their studies. The pilot demonstrated feasibility with positive initial feedback. An online interprofessional activity may offer a scalable model for IPL. Future work will explore broader implementation, assessing long term outcomes across diverse healthcare programs.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101731"},"PeriodicalIF":3.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098898","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":"Impact of simulation-based learning experiences on enhancing coping with death in nursing students: An experimental study","authors":"Miguel Ángel Martín-Parrilla ,&nbsp;Noelia Durán-Gómez ,&nbsp;Casimiro Fermín López-Jurado ,&nbsp;Jesús Montanero-Fernández ,&nbsp;Macarena C. Cáceres","doi":"10.1016/j.ecns.2025.101740","DOIUrl":"10.1016/j.ecns.2025.101740","url":null,"abstract":"<div><h3>Introduction</h3><div>Fear of death poses a significant psychological challenge for nursing students, often hindering their abilities to provide effective end-of-life care. Developing coping mechanisms to address this fear is crucial for their professional growth. Simulation-Based Learning Experiences (SBLE) offer a novel pedagogical approach, enabling students to engage with death-related scenarios in a safe and controlled environment.</div></div><div><h3>Objectives</h3><div>This study aimed to assess baseline levels of fear of death among nursing students and evaluate the effectiveness of SBLE in reducing this fear and enhancing their ability to cope with mortality, compared to traditional classroom instruction.</div></div><div><h3>Methods</h3><div>A total of 240 second-year nursing students from the University of Extremadura participated in this randomized experimental study. Participants were allocated to either an intervention group, which underwent SBLE, or a control group receiving traditional classroom instruction. Data were collected at baseline (T0) and postintervention (T1) using the Collett-Lester Brief Fear of Death Scale (BFDS) and Bugen’s Coping with Death Scale (CDS). Paired t-tests and repeated measures ANOVA were employed for statistical analysis.</div></div><div><h3>Results</h3><div>At baseline, both groups exhibited moderate levels of fear of death, with no significant differences. Postintervention, the SBLE group showed a significant increase in coping ability (CDS mean score: 109.16-132.35, <em>p</em> &lt; .001) and a reduction in fear of death, compared to the control group (CDS mean score: 109.34- 118.94, <em>p</em> &lt; .001). Repeated ANOVA measures confirmed the superiority of the SBLE approach (<em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>SBLE effectively reduces nursing students' fear of death and strengthens their coping mechanisms. By integrating reflective and experiential learning, SBLE enhances emotional resilience and prepares students for the challenges of end-of-life care, underscoring its importance in nursing education curricula.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101740"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083878","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}