Dilek Yıldırım Tank RN, PhD, Nurten Taşdemir RN, PhD
{"title":"From games to high fidelity: A comparative study of CPR training methods in nursing education","authors":"Dilek Yıldırım Tank RN, PhD, Nurten Taşdemir RN, PhD","doi":"10.1016/j.ecns.2025.101783","DOIUrl":"10.1016/j.ecns.2025.101783","url":null,"abstract":"<div><h3>Background</h3><div>Clinical simulation is a promising teaching strategy for cardiopulmonary resuscitation (CPR) training and basic life support (BLS) education. However, the effectiveness of different simulation-based methods in CPR training requires further exploration.</div></div><div><h3>Objective</h3><div>This study compares the effectiveness of three simulation-based methods—game-based virtual reality (VR), high-fidelity simulation (HFS), and low-fidelity simulation (LFS)—on CPR performance, BLS knowledge retention, and skills acquisition in nursing students.</div></div><div><h3>Methods</h3><div>Ninety undergraduate nursing students were randomized into three groups (VR, HFS, LFS; n = 30 each). After standardized theoretical training, students underwent practical training in CPR techniques, including chest compressions and automated external defibrillator (AED) use, based on their assigned method. Knowledge was assessed pre- and post-training and at three- and six-months. Skills were evaluated immediately post-training. Qualitative feedback was collected to gain insights into student experiences.</div></div><div><h3>Results</h3><div>All groups showed significant CPR knowledge and skill improvement improvement post-training (<em>p</em> < .05). The VR group had significantly higher knowledge retention at three and six months (<em>p</em> = .035, <em>p</em> = .018) and higher skills scores compared to HFS and LFS (<em>p</em> < .001). Satisfaction and self-confidence scores were not statistically different but were higher in the VR group. Student feedback highlighted VR's realistic, immersive nature in CPR training.</div></div><div><h3>Conclusion</h3><div>Game-based VR simulation effectively enhances and retains CPR knowledge and skills and offers a cost-effective, innovative alternative to LFS and HFS.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101783"},"PeriodicalIF":3.4,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696761","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":"Comparison of the effect of practical training and integrated simulated-practical training on the knowledge and skills of using ventilator in nursing students","authors":"Manizheh Bakhshi PhD , Seyedeh Esmat Hosseini PhD , Khadijeh Nasiriani PhD , Mostafa Javadi PhD","doi":"10.1016/j.ecns.2025.101767","DOIUrl":"10.1016/j.ecns.2025.101767","url":null,"abstract":"<div><h3>Background</h3><div>Applying new approaches for more effective and sustainable training of ventilator use by nurses is critical. This study compared the effect of two methods of practical training and integrated simulated-practical training on the knowledge and skills of using ventilators by nursing students.</div></div><div><h3>Methods</h3><div>In this experimental study, 72 nursing students were enrolled in the study and randomly assigned into two groups. One group received practical training and the other group received integrated simulated-practical training. The data were analyzed with SPSS22.</div></div><div><h3>Results</h3><div>The findings showed that the mean score of ventilator knowledge in each group increased after training compared to before and the difference was statistically significant (<em>p</em> = .001). The mean skill score of using ventilator was 28.34 (±1.98) in the practical training group and 29.88 (±0.398) in the integrated simulated-practical training group, showing a statistically significant difference (<em>p</em> = .001).</div></div><div><h3>Conclusion</h3><div>Both methods had similar efficiency in improving knowledge. Due to the higher speed of operation and greater skill in the integrated simulated-practical training method, this method is recommended for training nursing students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101767"},"PeriodicalIF":3.4,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679469","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":"Validating the GRIEV_ING confidence instrument for interprofessional death notification education","authors":"Adrienne Galbraith MSN, RN, CHSE , Elizabeth Roe PhD, RN , Suzan Kardong-Edgren PhD, RN, ANEF, CHSE, FSSH, FAAN","doi":"10.1016/j.ecns.2025.101784","DOIUrl":"10.1016/j.ecns.2025.101784","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare professionals lack training in death notification, highlighting a need for education to build confidence. To measure impact, the GRIEV_ING Self-Efficacy Survey, originally for medical residents, was adapted for nursing and social work students.</div></div><div><h3>Methods</h3><div>Content validity was assessed using Lawshe’s method. Nine experts rated ten items in Round 1. Revised items were evaluated by sixteen experts in Round 2.</div></div><div><h3>Results</h3><div>Round 1 CVI was 0.87, with five of ten items retained. Round 2 CVI was 0.75, with seven items retained.</div></div><div><h3>Conclusion</h3><div>The modified instrument was validated to assess confidence in death notification and support simulation-based education for nursing and social work students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101784"},"PeriodicalIF":3.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654136","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":"Artificial intelligence (AI)-facilitated debriefing: A pilot study","authors":"Laura Gonzalez PhD , Arjun Nagendran PhD","doi":"10.1016/j.ecns.2025.101782","DOIUrl":"10.1016/j.ecns.2025.101782","url":null,"abstract":"<div><h3>Background</h3><div>Debriefing is a cornerstone of simulation-based education (SBE), enabling reflective practice to enhance learning outcomes. Artificial intelligence (AI)-facilitated debriefing is an emerging innovation with limited research in nursing education.</div></div><div><h3>Purpose</h3><div>This study explored the relationship between time spent in an AI-facilitated debrief, the number of reflective dimensions met, and student performance in a virtual nursing simulation.</div></div><div><h3>Methods</h3><div>A mixed-methods approach integrated quantitative data (simulation scores, time in debrief, number of dimensions met) and qualitative insights from AI algorithm. Participants (<em>N</em> = 52) completed a screen-based simulation and an AI-facilitated debrief guided by the EMPOWER® Debriefing Framework. Descriptive statistics, Pearson’s correlations, and t-tests were conducted; qualitative data underwent thematic analysis.</div></div><div><h3>Results</h3><div>No significant correlation was found between time in debrief and grades (<em>r</em> = 0.07, <em>p</em> = .46). Students meeting more dimensions (3-4) spent significantly less time in debrief (<em>M</em> = 9.39 min) than those meeting fewer dimensions (1–2) (<em>M</em> = 12.62 min), t(50)=5.43, <em>p</em> < .001.</div></div><div><h3>Conclusions</h3><div>AI-facilitated debriefing shows potential for scalable reflective practice but may not replace the depth of human-facilitated sessions. Integration into nursing education requires further validation of reflective outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101782"},"PeriodicalIF":3.4,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633057","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}
Richard V. Thompson PhD, MDiv, RBCC, Jeff Barbee DMA, Nick Stancato, Sheryl Pfeil MD
{"title":"The effectiveness of implicit bias training for simulated participants","authors":"Richard V. Thompson PhD, MDiv, RBCC, Jeff Barbee DMA, Nick Stancato, Sheryl Pfeil MD","doi":"10.1016/j.ecns.2025.101781","DOIUrl":"10.1016/j.ecns.2025.101781","url":null,"abstract":"<div><h3>Background</h3><div>Simulated Participants (SPs) are crucial in healthcare education, providing simulated patient encounters. However, SPs may unintentionally introduce implicit biases, affecting student assessments.</div></div><div><h3>Methods</h3><div>This study involved 69 SPs who completed pre- and post-surveys. The training program included classroom sessions, discussions, and case studies to raise awareness of biases and promote behavioral changes.</div></div><div><h3>Results</h3><div>Statistical analysis, including Wilcoxon signed-rank tests and Odds Ratios, showed significant improvements in all measured variables post-training, with effect sizes (<em>r</em>) ranging from 0.26 to 0.55. The training increased SPs’ awareness of their biases and ability to take corrective actions.</div></div><div><h3>Conclusions</h3><div>These findings highlight the importance of targeted training programs to enhance medical simulations’ objectivity and educational value. Ongoing research is needed to generalize these results and explore additional strategies.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101781"},"PeriodicalIF":3.4,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633056","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}
Laura A. Killam RN, MScN , Frances C. Cavanagh RN, MN , Natalie Chevalier RN, MN , Karen Henze MBA , Kryslyn Mohan BSW, RSW , Katherine E. Timmermans RN, MScN , Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI , Jane Tyerman RN, PhD, CCSNE
{"title":"Identifying Opportunities for Virtual Simulation to Bridge Gaps in Mental Health Nursing Education: A Qualitative Descriptive Study","authors":"Laura A. Killam RN, MScN , Frances C. Cavanagh RN, MN , Natalie Chevalier RN, MN , Karen Henze MBA , Kryslyn Mohan BSW, RSW , Katherine E. Timmermans RN, MScN , Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI , Jane Tyerman RN, PhD, CCSNE","doi":"10.1016/j.ecns.2025.101772","DOIUrl":"10.1016/j.ecns.2025.101772","url":null,"abstract":"<div><h3>Background</h3><div>Worldwide, mental health conditions are undertreated, under-resourced, and widespread. Virtual simulation can enhance nursing student preparation to provide person-centred care for individuals living with mental health conditions. To be meaningful, virtual simulation should be based on a needs assessment.</div></div><div><h3>Methods</h3><div>This qualitative descriptive study was conducted to identify gaps in mental health nursing education that could be addressed using virtual simulation. Data were collected through an open-ended researcher-constructed online survey. Participants (<em>n</em> = 23) included undergraduate nursing students (<em>n</em> = 10), theory educators (<em>n</em> = 5), clinical educators (<em>n</em> = 4), and others (<em>n</em> = 4).</div></div><div><h3>Results</h3><div>Four main themes highlighted gaps in 1) approaches to education, 2) holistic philosophies of care, 3) understanding mental health conditions, and 4) foundational skills. Gaps were evident in student preparation to care for and partner with persons living with mental health conditions.</div></div><div><h3>Conclusion</h3><div>Findings emphasize the need to develop innovative interventions, such as virtual simulations, to strengthen nursing competencies before and after entry into practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101772"},"PeriodicalIF":3.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614049","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}
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