Clinical Simulation in Nursing最新文献

{"title":"Enhancing nursing team communication and collaboration: Impact of immersive virtual reality simulation on nursing students","authors":"Hea Kung Hur PhD, RN,&nbsp;Junghee Kim PhD, RN,&nbsp;Ji Soo Jung MSN, RN","doi":"10.1016/j.ecns.2025.101685","DOIUrl":"10.1016/j.ecns.2025.101685","url":null,"abstract":"<div><h3>Background</h3><div>Effective interprofessional communication and collaboration are essential for patient safety. This study evaluated the impact of an immersive virtual reality simulation (IVRS) program to enhance team communication and collaborative skills among nursing students.</div></div><div><h3>Methods</h3><div>A pilot study was conducted with 20 nursing students to evaluate the IVRS program, which consists of two modules. They completed self-evaluations before and after the program on communication clarity, attitudes toward physician and nurse collaboration and teamwork attitudes.</div></div><div><h3>Results</h3><div>IVRS training significantly enhanced communication clarity (<em>t</em> = −4.68, <em>p</em> &lt; .001), attitudes towards physician–nurse collaboration (<em>t</em> = −3.94, <em>p</em> &lt; .001), and teamwork attitudes (<em>t</em> = −6.02, <em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>This pilot IVRS program demonstrated efficacy as an educational method for improving nursing students’ team communication and collaborative skills. Through virtual immersion, students engaged in and practiced essential communication strategies, developing a deeper understanding of the significance of interprofessional collaboration.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101685"},"PeriodicalIF":3.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807118","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":"Immersive virtual reality simulation versus screen-based virtual simulation: An examination of learning outcomes in nursing education","authors":"Cindy Dong DNP, ARNP ,&nbsp;Chanam Shin PhD, RN ,&nbsp;Joan McDonagh MSN, RN ,&nbsp;Erla Champ-Gibson PhD, RN","doi":"10.1016/j.ecns.2025.101710","DOIUrl":"10.1016/j.ecns.2025.101710","url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR) and screen-based (2D) virtual reality simulations are increasingly used in nursing education; however, research comparing their effectiveness is limited.</div></div><div><h3>Method</h3><div>This quasi-experimental study compared learning outcomes between IVR (<em>n</em> = 14) and screen-based (2D) virtual reality (<em>n</em> = 13) simulations among first-year nursing students. Both groups completed pre- and post-tests on orthopedic postoperative nursing management knowledge and a post-test survey on satisfaction and self-confidence.</div></div><div><h3>Results</h3><div>Both groups showed improvements in knowledge test scores, which were not statistically significant. The IVR group demonstrated significantly higher satisfaction and self-confidence scores compared to the screen-based group.</div></div><div><h3>Conclusion</h3><div>While both IVR and screen-based (2D) virtual reality simulations can effectively teach content, IVR may offer advantages in student engagement and confidence. Further research is needed to determine long-term outcomes and cost-effectiveness of IVR in nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101710"},"PeriodicalIF":3.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807119","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":"Ready, set, experience: Using virtual reality in risk assessment teaching","authors":"Carol Bruno DNP, RN,&nbsp;Shinu Joy DNP, MSN, RN, NPD-BC, OCN,&nbsp;Richard Briley MEd,&nbsp;Bruce Adcock MEd, RRT-NPS, CHSE,&nbsp;Kelly Grace PhD","doi":"10.1016/j.ecns.2025.101712","DOIUrl":"10.1016/j.ecns.2025.101712","url":null,"abstract":"<div><h3>Background</h3><div>Prelicensure nursing students must be able to assess and identify potential harms impacting patient safety. A novel approach for educating students about patient safety and environmental assessment skills before clinical experience was developed using virtual reality.</div></div><div><h3>Method</h3><div>The course faculty collaborated with instructional technologists over several months to develop the virtual reality activity. A 360° camera was used to film the scenario to help students identify possible patient safety threats in a hospital room.</div></div><div><h3>Results</h3><div>A post-activity survey was utilized to evaluate students’ experience with the virtual reality activity. About 94.12% of the students rated the virtual reality experience as “excellent.” Qualitative feedback from the students determined that the activity provided a safe environment to learn before interacting with a patient in the clinical setting.</div></div><div><h3>Conclusion</h3><div>Virtual reality activities provide students with an interactive learning method. It has the ability to enhance student assessment skills necessary for the clinical setting.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101712"},"PeriodicalIF":3.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807120","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 impact of high-fidelity simulation training on first-year nursing students’ attitudes toward communication skills learning: A quasi-experimental study","authors":"Oscar Arrogante PhD ,&nbsp;Ismael Ortuño-Soriano PhD ,&nbsp;Ana Sofia Fernandes-Ribeiro PhD ,&nbsp;Marta Raurell-Torredà PhD ,&nbsp;Diana Jiménez-Rodríguez PhD ,&nbsp;Ignacio Zaragoza-García PhD","doi":"10.1016/j.ecns.2025.101711","DOIUrl":"10.1016/j.ecns.2025.101711","url":null,"abstract":"<div><h3>Background</h3><div>Communication skills are essential for fostering nurse-patient relationships and ensuring quality nursing care, making them a critical competency in nursing education. Attitudes constitute powerful behavioral indicators and influence the learning process of nursing students.</div></div><div><h3>Aim</h3><div>This study evaluated the effects of high-fidelity simulation training on first-year nursing students' attitudes toward learning communication skills.</div></div><div><h3>Methods</h3><div>A total of 149 first-year students participated in a quasi-experimental study, in which their attitudes toward learning communication skills were compared between baseline and after the simulation experience. The standardized patient performed different behaviors during each simulated nursing consultation: assertive, passive/noncompliant, depressed, aggressive, and agitated.</div></div><div><h3>Results</h3><div>Nursing students significantly improved their attitudes toward learning communication skills after the simulation sessions.</div></div><div><h3>Conclusion</h3><div>High-fidelity simulation training using standardized patients allows first-year nursing students to improve their attitudes toward learning communication skills. This improvement can provide benefits directly related to nurse-patient relationships and high-quality nursing care. Therefore, the inclusion of simulation training programs in nursing curricula is necessary to promote these attitudes in order to prepare undergraduate nursing students for real clinical practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101711"},"PeriodicalIF":3.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747875","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}

{"title":"Lesson learned from practice: Informing how to teach the use of simulated electronic medical records to nursing students","authors":"Pauletta Irwin PhD, MPET, RN ,&nbsp;Lyndall Mollart PhD, RN, RM ,&nbsp;Donovan Jones PhD, RN, RM ,&nbsp;Amy Barnett MN, RN ,&nbsp;Shannon Weiley MN, RN ,&nbsp;Raelene Kenny MN, RN ,&nbsp;Shanna Fealy PhD, RN, RM","doi":"10.1016/j.ecns.2025.101713","DOIUrl":"10.1016/j.ecns.2025.101713","url":null,"abstract":"<div><h3>Background</h3><div>The rise of electronic medical records (EMRs) in healthcare necessitates their incorporation into nursing education. This study examines the implications of electronic medical records on nursing practice and education, highlighting the need for competency in technology use among student nurses. Registered nurses face challenges balancing EMRs use with patient care, often experiencing increased cognitive load and stress related to using this technology. With an understanding that the registered nurses are the largest users of EMRs, this research seeks to gain their perspectives about the practicalities of working with a workstation on wheels, and EMRs. Using insights from registered nurses, the study delves into these dynamics, offering insights into the practical realities of EMRs in nursing.</div></div><div><h3>Methods</h3><div>A qualitative approach was employed, gathering focus group data from eight clinical active registered nurses to understand their experiences with EMRs.</div></div><div><h3>Results</h3><div>Three key themes emerged: The integration of EMRs in practice; The balancing act between technology and patient-centred care and; Practical challenges such as time management and system usability. The findings highlight the necessity to equip nurses-and by extension, nursing students- with technological skills while ensuring EMRs integration does not compromise patient care.</div></div><div><h3>Conclusion</h3><div>Recommendations focus on enhancing nursing curricula with EMRs training and advocating for resources that support workflow efficiency and clinical decision making. This study illustrates the complexities of EMRs in nursing, emphasising the importance of digital competencies in nursing curricula to enhance student preparedness, optimise clinical workflows and improved healthcare outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101713"},"PeriodicalIF":3.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760644","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}

{"title":"The effect of scenario-based high reality simulation method on midwifery students' problem solving skills and anxiety levels: A randomized controlled trial","authors":"Yasemin Aydın Kartal PhD,&nbsp;Sema Aker MSc","doi":"10.1016/j.ecns.2025.101707","DOIUrl":"10.1016/j.ecns.2025.101707","url":null,"abstract":"<div><h3>Background</h3><div>Simulation is an effective teaching method for improving patient care, especially in high-risk scenarios where urgent and rapid interventions are required. Research highlights the importance of using simulation from the student period to enhance midwives' skills in managing obstetric emergencies and improving their competencies.</div></div><div><h3>Aim</h3><div>The objective of this study was to ascertain the impact of a scenario-based high-reality simulation method on the problem-solving abilities and anxiety levels of undergraduate midwifery students. This research is necessary to fill the gap in the literature examining the effect of scenario-based high-fidelity simulation on the problem-solving skills and anxiety levels of midwifery students. The study aimed to both increase the quality of education and contribute to the national literature by emphasizing the importance of simulation methods in midwifery education.</div></div><div><h3>Materials and methods</h3><div>The research, planned in an experimental design with a pre-test and post-test control group, was conducted with students from the Midwifery department of a public university in Türkiye. The students were divided into two groups by the simple random sampling method: the intervention group (n = 39) and the control group (n = 39).</div></div><div><h3>Results</h3><div>While it was found that the state anxiety levels of the intervention group students decreased significantly after the simulation (<em>p</em> = .017), no significant difference was found between the control and intervention groups in terms of anxiety level (<em>p</em> = .461). Similarly, no significant difference was found between the students' satisfaction levels with the problem-solving inventory and training methods (<em>p</em> = .102).</div></div><div><h3>Conclusion</h3><div>The findings of this study indicate that a single simulation experience is not more effective than the traditional educational approach in reducing postapplication anxiety, enhancing training satisfaction, and developing problem-solving abilities.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101707"},"PeriodicalIF":3.4,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725119","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 importance of feedback with an asynchronous online training program when learning debriefing for meaningful learning","authors":"Aimee Woda PhD, RN-BC ,&nbsp;Brandon Kyle Johnson PhD, RN, CHSE, ANEF ,&nbsp;Jamie Hansen PhD, RN, CNE ,&nbsp;Kristina Chen Honors Nursing Student ,&nbsp;Kristina Thomas Dreifuerst PhD, RN, CNE, ANEF, FAAN","doi":"10.1016/j.ecns.2025.101709","DOIUrl":"10.1016/j.ecns.2025.101709","url":null,"abstract":"<div><h3>Background</h3><div>Despite knowing the importance of debriefing, there is insufficient evidence to guide the best way to train and provide formative feedback to develop competent debriefers.</div></div><div><h3>Method</h3><div>This multi-site, experimental, repeated measures study was used to test the impact of different intervals of expert feedback on a debriefer's competence implementing debriefing after participating in an asynchronous, online, distributed modular training program.</div></div><div><h3>Results</h3><div>Training and early feedback facilitated rapid improvements in a debriefer's ability to implement a debriefing method correctly. Regular feedback improved competence over time.</div></div><div><h3>Conclusion</h3><div>A well-developed, asynchronous online training program is an effective way to train debriefers.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101709"},"PeriodicalIF":3.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704004","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":"Learning landscapes: The impact of simulation space design on undergraduate nursing students’ perspectives","authors":"Karen Livesay RN, RM, PhD ,&nbsp;Joanne Finn RN, PhD","doi":"10.1016/j.ecns.2025.101705","DOIUrl":"10.1016/j.ecns.2025.101705","url":null,"abstract":"<div><div>Nurses are prepared for clinical practice through theory and simulation-based learning. The design and sophistication of simulation environments differs markedly within and across nursing programs. While the impacts of Simulation Based Education (SBE) on nursing students satisfaction and confidence is well described it is less clear what impact the standards of the facilities in which simulation is undertaken has.</div></div><div><h3>Aim</h3><div>This research aimed to understand the perspectives of final year nursing students who used three different learning environments for simulated learning and reflect on building design decisions and the impact these have on the student experience.</div></div><div><h3>Methods</h3><div>This research utilized a descriptive convergent mixed methods approach surveying final year students who had undertaken simulation-based learning in three different simulation learning environments. A survey collected demographic data, asked students to rate the simulation facilities, analyzed with descriptive statistics, and asked two open-ended questions on their satisfaction and perceptions of the space.</div></div><div><h3>Results</h3><div>About 65 students (16.5%) completed the voluntary survey and shared their experiences and perceptions of the simulation environments. The majority of students (70%) favored a debrief room setup separated from the simulation room by one-way glass. Thematic analysis of the qualitative findings resulted in three themes: Engagement; Fidelity and Technology.</div></div><div><h3>Conclusion</h3><div>The environment needs to be fit for purpose for the scenario being undertaken. Students felt more positive about simulation spaces they perceived as more contemporary and were not influenced by whether facilities worked or were simulated. Prebriefing was vital to prepare students for the environment and the scenario participation required. Students preferred environments in which they were less aware of the observers.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101705"},"PeriodicalIF":3.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679555","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}

{"title":"Use of electronic medical records in simulated nursing education and its educational outcomes: A scoping review","authors":"Min Jung Kim ,&nbsp;Jaejin Kang ,&nbsp;Minseung Chu ,&nbsp;Haeyoung Min ,&nbsp;Sujeong Kim","doi":"10.1016/j.ecns.2025.101703","DOIUrl":"10.1016/j.ecns.2025.101703","url":null,"abstract":"<div><h3>Background</h3><div>The use of electronic medical records (EMRs) in nursing education is essential for enhancing informatics competency. This scoping review explores simulation-based EMR education and its effects on nursing students and nurses.</div></div><div><h3>Methods</h3><div>Guided by Arksey and O'Malley's framework, we reviewed 12 studies published between 2013 and 2024 across three databases.</div></div><div><h3>Results</h3><div>Our findings reveal diverse EMR systems and simulation modalities, with high-fidelity simulations using standardized patients or manikins being the most prevalent. Participants reported increased self-confidence, improved documentation accuracy, and enhanced informatics skills following simulation-based EMR education.</div></div><div><h3>Conclusion</h3><div>Given the rapid technological advancements and the growing importance of nursing informatics, it is crucial for nursing educators to understand the specific EMR features required for effective simulation-based education. This review aims to support the development of nursing curricula that effectively integrate EMR within simulation-based education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101703"},"PeriodicalIF":3.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636642","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}

{"title":"Learning from the learners: Evaluation of augmented reality-based medication administration program for nursing skills","authors":"Songxian Jin,&nbsp;Seung-Yi Choi,&nbsp;Jung-Hee Kim","doi":"10.1016/j.ecns.2025.101706","DOIUrl":"10.1016/j.ecns.2025.101706","url":null,"abstract":"<div><h3>Background</h3><div>Medication administration is a critical responsibility for nurses who must perform nursing skills competently. Augmented reality (AR) has potential as an educational tool to enhance nursing skills by offering immersive and interactive learning experiences.</div></div><div><h3>Aim</h3><div>This study aimed to describe the development process of AR-based medication administration in a nursing skills program (MANSP) using smartphones, examine the academic self-efficacy and self-confidence in the performance of nursing skills, and explore the experience after MANSP.</div></div><div><h3>Design</h3><div>The process consisted of two phases, development and evaluation of an AR-based MANSP. We developed the MANSP based on the stepwise model for curriculum development for clinical skills curriculum development model. In the evaluation phase, we used a mixed-methods design, employing a quantitative approach with pre- and post-tests for a randomized control group, along with thematic analysis.</div></div><div><h3>Methods</h3><div>The program was developed focusing on five learning topics, with quantitative data involving pre- and post-tests for academic self-efficacy and self-confidence in the performance of nursing skills, and qualitative data collected via focus group interviews.</div></div><div><h3>Results</h3><div>There was no significant difference between the groups in terms of academic self-efficacy (F = 0.88, <em>p</em> = .354) or self-confidence in performing nursing skills over time. In the qualitative analysis, two themes emerged from their experiences of the AR-based MANSP learning: “Value of AR in learning” and “Challenges of AR in learning”.</div></div><div><h3>Conclusions</h3><div>While AR-based medication administration programs offer benefits in terms of accessibility and confidence building, they present several challenges, such as cognitive load and lack of content diversity. Nurse educators should develop AR-based education considering interactive resources, diverse content, and ease of access to integrate new technology-based education into the nursing curriculum successfully.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"101 ","pages":"Article 101706"},"PeriodicalIF":3.4,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143593994","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}