Clinical Simulation in Nursing最新文献

{"title":"The role and impact of the simulation technician in health science higher education: A scoping review","authors":"Francesca Tellefson PGDipEd&Training, GradCertTedEd, GradCertNurs(Periop), DPHSCNurs, Certificate IV in Training and Assessment,&nbsp;Kate Dawson PhD, PGDipMid, GradDipEd(Secondary), BN, BSc(BioSc),&nbsp;Nancy Ming Zhang PhD, MClinEd, GradCertHE, GradCertIntCareN, BN,&nbsp;Robyn Dickie MCritCareN BN,&nbsp;Benjamin Coyte GradCertHE, BHlthSc(Paramedic), BBehavSc(Pscyh),&nbsp;Alycia Jacob MPH, BA (Hons), LLB","doi":"10.1016/j.ecns.2025.101695","DOIUrl":"10.1016/j.ecns.2025.101695","url":null,"abstract":"<div><h3>Background</h3><div>Simulation enhances healthcare education by enabling learning in environments closely aligned with practice. Simulation is often supported by simulation technicians with little evidence supporting their role or impact.</div></div><div><h3>Aim</h3><div>This study aimed to define the role and impact of simulation technicians in healthcare higher education.</div></div><div><h3>Method</h3><div>A scoping review was conducted of literature published in English, CINAHL, Medline, ERIC, and Web of Science were searched.</div></div><div><h3>Findings</h3><div>Sixteen included studies were analyzed to identify categories of roles and key themes. Five key simulation technician roles were identified: Setup; Maintenance; Supporting design and facilitation of learning; Operational/support delivery and Being part of the team. Simulation technicians supported educators to focus on teaching, by ensuring simulation equipment was available, runs optimally, and problem solved in-situ technical difficulties during design/preparation and delivery of simulation. Simulation technicians' impact was associated with their expertise, knowledge and availability as a highly valued simulation team member.</div></div><div><h3>Discussion</h3><div>Simulation allows students to acquire necessary skills to provide best practice in a safe and controlled learning environment. Simulation technicians' presence in the simulation environment impacts the effectiveness of simulation and their absence is viewed as a barrier. Their technological knowledge contributes to smooth running at every stage of the simulation process.</div></div><div><h3>Conclusion</h3><div>Simulation is advancing rapidly and requires innovative ideas, knowledge and expertise of simulation technicians.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"100 ","pages":"Article 101695"},"PeriodicalIF":3.4,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419943","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":"Communication of bad news related to suicide attempt: High-fidelity simulation for clinical teaching","authors":"Larissa Castelo do Amaral PhD,&nbsp;Kelly Graziani Giacchero Vedana PhD,&nbsp;Débora Tatiane Góes Silva PhD,&nbsp;Aline Conceição Silva PhD,&nbsp;Laysa Fernanda Silva Pedrollo MD","doi":"10.1016/j.ecns.2025.101687","DOIUrl":"10.1016/j.ecns.2025.101687","url":null,"abstract":"<div><h3>Background</h3><div>The communication of bad news related to suicide attempts is challenging for health professionals, since suicide is a complex phenomenon. Training in this area is highlighted, and clinical simulation becomes a promising strategy, providing tools for understanding mental suffering and promoting skill development in the real learning environment.</div></div><div><h3>Methods</h3><div>It is a methodological study for constructing and validating a high-fidelity simulation scenario on the communication of bad news related to a suicide attempt, based on the SPIKES protocol on the communication of bad news. Eleven experts validated the constructed scenario. Simple descriptive analyses, the content validity index, and Gwet's AC1 test for agreement reliability were performed.</div></div><div><h3>Results</h3><div>Most of the items obtained agreement greater than 70%. The overall reliability (AC1 = 0.80321) of the scenario was considered excellent. In high-fidelity simulation (AC1 = 0.71749), it was satisfactory and in communicating bad news (AC1 = 0.86164) excellent.</div></div><div><h3>Conclusions</h3><div>A high-fidelity simulation scenario related to communication of bad news about a suicide attempt was constructed and validated and obtained a satisfactory evaluation for simulation and is excellent for communicating bad news; that is, it can be used in teaching students and healthcare professionals and can be replicated countless times.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"100 ","pages":"Article 101687"},"PeriodicalIF":3.4,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419944","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 in nursing didactic courses: Bringing the patient to the classroom to foster clinical judgment","authors":"Erin Armstrong DNP, RN, CNE,&nbsp;Cynthia Bradley PhD, RN, CNE, CHSE, ANEF,&nbsp;Carol Flaten DNP, RN, PHN","doi":"10.1016/j.ecns.2025.101689","DOIUrl":"10.1016/j.ecns.2025.101689","url":null,"abstract":"<div><h3>Background</h3><div>The new AACN Essentials calls for schools to develop students’ clinical judgment to be prepared for practice. Using immersive virtual reality (IVR) in didactic courses offers students opportunities outside of the simulation center to develop their clinical judgment.</div></div><div><h3>Sample</h3><div>Sixty-one prelicensure students enrolled in an accelerated Master of Nursing program.</div></div><div><h3>Method</h3><div>The authors implemented an IVR scenario with Debriefing for Meaningful Learning (DML), supported by the Clinical Judgment Measurement Model (CJMM), in a didactic course. A pre- and post-test design was used to evaluate student confidence related to clinical judgment. Mental workload, usability of the technology, and student impressions were evaluated.</div></div><div><h3>Results</h3><div>Students reported increased confidence in clinical judgment and providing care. Students perceived a high level of mental workload and low usability with IVR.</div></div><div><h3>Conclusion</h3><div>IVR with DML debriefing, supported by the CJMM in a didactic course, positively impacted student confidence in clinical judgment and providing care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"100 ","pages":"Article 101689"},"PeriodicalIF":3.4,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419945","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":"Enhancing understanding of the Social Determinants of Health through hologram-assisted interdisciplinary education simulation scenarios: An exploratory study","authors":"Peggy P. Hill PhD, RN, CHSE ,&nbsp;Desiree A. Díaz PhD, APRN, FNP-BC, CNE, CHSE-A, ANEF, FSSH, FAAN ,&nbsp;Bari Hoffman PhD, CCC-SLP, ASHAF ,&nbsp;Denise Kay PhD ,&nbsp;Mindi Anderson PhD, APRN, CPNP-PC, CNE, CHSE-A, ANEF, FSSH, FAAN","doi":"10.1016/j.ecns.2025.101694","DOIUrl":"10.1016/j.ecns.2025.101694","url":null,"abstract":"<div><h3>Background</h3><div>Overlooking health disparity cues can result in misdiagnosis and ineffective treatment. Providing interprofessional teams with engaging education can elevate the relevance of Social Determinants of Health (SDOH) and encourage careful assessment for disparities.</div></div><div><h3>Methods</h3><div>For this exploratory study, interprofessional student cohorts participated in one of three holoportation encounters and completed open-ended questions about their perceptions of the impact of the experience on their understanding of SDOH. Content and thematic analysis was conducted using the FORT-CAST framework.</div></div><div><h3>Results</h3><div>Four main themes were identified: 1. Deeper understanding of human interaction, 2. The impact of holoportation on understanding SDOH, 3. Benefits and recommendations for holoportation technology, and 4. Interprofessional education (IPE) is beneficial.</div></div><div><h3>Conclusion</h3><div>Holoportation allows for consistent IPE experiences without the drawbacks of synchronized scheduling. Learners reported the benefits of observing the body positioning, sights, sounds, and raw emotions demonstrated by the hologram patient. Future work is needed to incorporate artificial intelligence to provide a more interactive experience.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"100 ","pages":"Article 101694"},"PeriodicalIF":3.4,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396239","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 use of progressive simulation to aid in the development of clinical judgment in prelicensure nursing students","authors":"Tresia Rouse MSN, RN, CNE-n,&nbsp;Brooke Gray MSN, RN, C-EFM,&nbsp;Tammy Rogers DNP, RN, CNE, CHSE,&nbsp;Patti Conard PhD, RN","doi":"10.1016/j.ecns.2025.101691","DOIUrl":"10.1016/j.ecns.2025.101691","url":null,"abstract":"<div><h3>Background</h3><div>There is a rising need to develop practice-ready nurses who demonstrate clinical judgment. Nursing students lack the opportunity in the clinical setting to make autonomous decisions that utilize clinical judgment skills.</div></div><div><h3>Aim</h3><div>This study explored if prelicensure nursing students could acquire clinical judgment skills by participating in a progressive simulation of a complicated shoulder dystocia birth and immediate neonatal resuscitation then, replicate the bedside report to the postpartum team where the client's condition deteriorated to a postpartum hemorrhage.</div></div><div><h3>Methods</h3><div>In this mixed-methods study, 34 prelicensure nursing students in an obstetrics clinical course were examined. Tanner's Clinical Judgment Model was the framework used. Instructors utilized the Lasater Clinical Judgment Rubric (LCJR) to evaluate clinical judgment.</div></div><div><h3>Results</h3><div>nstructors assessed students’ performance in each domain of the LCJR, which included noticing, interpreting, responding, and reflecting. Results revealed a large percentage of students scored accomplished or exemplary in each domain.</div></div><div><h3>Conclusion</h3><div>Practice-ready nurses must recognize cues, analyze data, take action, and evaluate outcomes when caring for clients. Progressive simulation is an innovative method to prepare prelicensure nurses to practice clinical judgment skills.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"100 ","pages":"Article 101691"},"PeriodicalIF":3.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386309","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":"Effectiveness of crew resource management based simulation training (CRM-ST) program in improving midwifery students' performance in the management of primary postpartum hemorrhage: A randomized controlled trial","authors":"Man Yi CHAN DN, RN, RM,&nbsp;Suk Tak Janet MA MA(Lead), MN, RN, RM,&nbsp;Elce AUYEUNG DN, RN, RM","doi":"10.1016/j.ecns.2024.101677","DOIUrl":"10.1016/j.ecns.2024.101677","url":null,"abstract":"<div><h3>Background</h3><div>Primary postpartum hemorrhage (PPH) is the leading cause of maternal mortality each year. Nowadays, simulation-based training is increasingly recognized as a useful educational tool in healthcare organizations. Thus, a Crew Resource Management based Simulation Training (CRM-ST) program was developed and implemented to investigate its effects on midwifery students’ performance in the management of primary PPH.</div></div><div><h3>Objective</h3><div>To evaluate the effectiveness of the CRM-ST program on midwifery students’ performance in teamwork and communication skills.</div></div><div><h3>Methods</h3><div>After eligibility was determined, 98 participants were randomly assigned to either the control or intervention group. Both groups received a theoretical lecture on PPH, in addition, the intervention group received the CRM-ST program, which was delivered by a qualified CRM instructor. Participants from both groups underwent the simulation drill on the PPH scenario. After 8 weeks, all participants were again exposed to the same scenario and reassessed.</div></div><div><h3>Results</h3><div>When comparing the self-efficacy, students from intervention group demonstrated higher self-efficacy consistently both 4 weeks (T1) and 8 weeks after the T1. However, the differences only reached a significant value at 8 weeks after T1. The mean score in the intervention group was 0.268 +/- 0.131 (<em>p</em> &lt; .05) higher than the control group. Besides, the intervention group and control group showed statistically significant differences in the overall performance in this scenario (<em>p</em> = .021), overall performance on communication (<em>p</em> = .036), situational awareness (<em>p</em> = .028) and role responsibility (<em>p</em> = .029).</div></div><div><h3>Conclusion</h3><div>This study reported that CRM-ST program was associated with measurable improvement in teamwork and communication skills among midwifery students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"99 ","pages":"Article 101677"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132668","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":"Effects of child abuse simulation education using a forensic nursing approach: A randomized controlled study","authors":"Mihyun Han PhD, RN ,&nbsp;Sun-Mi Chae PhD, RN, PNP ,&nbsp;Hyeongyeong Yun BSN, RN ,&nbsp;Soyoung Jang PhD, RN","doi":"10.1016/j.ecns.2024.101639","DOIUrl":"10.1016/j.ecns.2024.101639","url":null,"abstract":"<div><h3>Background</h3><div>Forensic nursing simulations have been shown to enhance student competency in cases such as sexual assault and abuse of older adults. However, their use in child abuse scenarios with standardized patients is less explored. We developed a child abuse-related forensic nursing simulation to train nursing students and assessed its effectiveness in enhancing their child abuse-related forensic nursing knowledge, competency, and performance.</div></div><div><h3>Methods</h3><div>A randomized controlled pre-post experimental design was implemented to evaluate child abuse-related forensic nursing knowledge, competency, and performance among Korean undergraduate nursing students. The experimental group received simulation as well as video-based lecture education, while the control group received only the lecture.</div></div><div><h3>Results</h3><div>The child abuse-related forensic nursing knowledge and competency improved over time in both experimental and control groups. The experimental group showed significantly higher performance in child abuse-related forensic nursing than did the control group. The participants reported that the use of standardized patients and moulage enhanced the reality of the simulation.</div></div><div><h3>Conclusion</h3><div>Simulation education can potentially enhance nursing students' knowledge, competency, and performance in child abuse-related forensic nursing.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"99 ","pages":"Article 101639"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132640","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":"Benchmarking person-centered simulated participant programs: A Delphi consensus study in an Australian context","authors":"Jessica Stokes-Parish PhD ,&nbsp;Amy Bannatyne PhD ,&nbsp;Patricia Green MHRes ,&nbsp;Nemat Alsaba FACEM ,&nbsp;Christina Turner MND ,&nbsp;Karenne Marr ,&nbsp;Suzanne Gough PhD","doi":"10.1016/j.ecns.2024.101683","DOIUrl":"10.1016/j.ecns.2024.101683","url":null,"abstract":"<div><h3>Background</h3><div>Simulated participants (SPs) are well established in health education. Frameworks exist for benchmarking quality Simulated Participant Programs (SPPs); however, there is limited literature evaluating these frameworks in an Australian context and from the perspective of SPs. This study aimed to explore the perspectives of SPs and SPP faculty in Australia on a benchmarking tool.</div></div><div><h3>Method</h3><div>Using a three-round modified Delphi technique, a panel of SPs and SPP Managers (N = 37) rated the importance of 18 statements derived from Health Education England's (HEE) SP Common Framework. Consensus was defined as 80% agreement. Qualitative comments were sought to contextualize responses and provide insight into factors perceived to contribute to a high-quality SPP.</div></div><div><h3>Results</h3><div>Seventeen of the 18 statements within the HEE SP Common Framework reached consensus by the end of Round three. The item that did not reach consensus related to the importance of a SP program documenting SP completion of training. Thematic analysis indicated perceived characteristics of high-quality SPPs related to: employing the ‘right people’, clear and transparent communication, valuing the SP, a collaborative approach, and professional development.</div></div><div><h3>Conclusions</h3><div>Overall, the HEE SP Common Framework was perceived by both SPs and SPP Managers to be applicable in an Australian context, with the suggestion the framework be extended to encourage SPPs to have an explicit recruitment strategy to employ SPs that represent diverse and priority communities.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"99 ","pages":"Article 101683"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234686","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":"Simulation training in airway fire safety for certified registered nurse anesthetists","authors":"Alyssa Pisarski DNP, CRNA ,&nbsp;Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN ,&nbsp;Denise H. Tola DNP, CRNA, CHSE ,&nbsp;Nicole Petsas Blodgett PhD, RN, CHSE","doi":"10.1016/j.ecns.2024.101671","DOIUrl":"10.1016/j.ecns.2024.101671","url":null,"abstract":"<div><h3>Background</h3><div>Airway fire (AF) is a rare, sentinel event that certified registered nurse anesthetists (CRNA) may not be fully prepared to manage due to lack of mandatory intermittent training and clinical experience.</div></div><div><h3>Methods</h3><div>This quality improvement (QI) project used a pretest, post-test, repeated measures design to assess whether CRNAs’ knowledge and technical skills in AF management improved 3 months after simulation-based education and training.</div></div><div><h3>Results</h3><div>Compared to preimplementation baseline scores, mean knowledge score and task completion competency increased by 20% (<em>p</em> &lt; .001) and 12% (<em>p</em> = .002) respectively, and mean time-to-scenario completion decreased by 13.3 seconds (<em>p</em> &lt; .001) 3 months postimplementation.</div></div><div><h3>Conclusion</h3><div>AF training increased CRNA knowledge and technical skills necessary for managing an AF.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"99 ","pages":"Article 101671"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132637","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":"Using virtual simulation to enhance interprofessional training: An application of the Zero Overdose safety planning tool","authors":"Marissa D. Abram PhD, PMHNP-BC, CARN-AP, FIAAN ,&nbsp;Chireau White LCSW ,&nbsp;Chrisann Newransky PhD ,&nbsp;Virna Little PsyD, LCSWr ,&nbsp;Thomas McCarry LMHC ,&nbsp;Elizabeth Palley PhD","doi":"10.1016/j.ecns.2024.101680","DOIUrl":"10.1016/j.ecns.2024.101680","url":null,"abstract":"<div><h3>Background</h3><div>Opioids are a significant contributor to drug overdose deaths globally. Current responses include the use of naloxone to respond to and reverse an overdose, however Zero Overdose Safety Planning can be used as a preventative tool.</div></div><div><h3>Sample</h3><div>A total of 54 students participated in this virtual simulation: 24 psychiatric nurse practitioners and 30 social workers. Methods: A virtual simulation was implemented and evaluated through the use of student competency assessment tool. Post simulation assessment of student competency was conducted by students, faculty and actors.</div></div><div><h3>Results</h3><div>Students rated themselves higher than faculty and actors across all competencies.</div></div><div><h3>Conclusions</h3><div>More in depth education on harm reduction and opportunities for student practice with the overdose safety plan is needed when providing overdose prevention education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"99 ","pages":"Article 101680"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132639","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}