Clinical Simulation in Nursing最新文献

{"title":"Designing Interprofessional Simulation Outreach Experiences for Maternal Deserts","authors":"Barbara Sittner ,&nbsp;Marisa Schaffer ,&nbsp;Beckie Trevino ,&nbsp;Jayne VanAsperen ,&nbsp;Leeza Struwe","doi":"10.1016/j.ecns.2024.101562","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101562","url":null,"abstract":"<div><p>Rural hospitals providing obstetric care are expected to maintain a broad variety of knowledge, skills, and abilities with low volume of occurrences, yet have limited access to continuing education and hands-on experience for high-risk situations. Women and their families experience healthcare disparities for adequate obstetrical care due to maternal deserts. To overcome these disparities, the interdisciplinary Perinatal Simulation Outreach Team (PSOT) has utilized in situ simulation to provide rural hospitals with continuing education opportunities since 2018 to reduce perinatal mortality rates, decrease maternal health disparities, and improve the quality of birth experiences. The criteria of the Healthcare Simulation Standards of Best Practice™ Simulation Design is used as a blueprint for PSOT program development. Program evaluations show in situ is a valuable learning experience that has enhanced teamwork and provided continuing education to make evidence-based practice changes for quality, safe patient care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"93 ","pages":"Article 101562"},"PeriodicalIF":3.4,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141434760","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":"Building Self-Efficacy in Dementia Care Through Immersive Education: A Mixed-Methods Randomized Control Trial","authors":"Laura Vogelsang RN, PhD ,&nbsp;Tracie Risling RN, PhD ,&nbsp;Anthony de Padua RN, PhD ,&nbsp;Donald Leidl RN, EdD ,&nbsp;Jay Wilson EdD ,&nbsp;David Thompson RN, PhD","doi":"10.1016/j.ecns.2024.101557","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101557","url":null,"abstract":"<div><h3>Background</h3><p>Improving self-efficacy for nursing students to manage aggressive behaviours in clients with dementia supports better outcomes for clients. No studies have been conducted on the use of immersive virtual reality as a potential tool.</p></div><div><h3>Method</h3><p>A mixed-methods, randomized control trial explanatory design compared perceived self-efficacy for practical nursing students who used the CareGiVRTM virtual reality application with those who did not, using the Inventory of Geriatric Nursing Self-Efficacy (IGNSE) along with qualitative focus groups.</p></div><div><h3>Results</h3><p>Forty-six students (49%) participated in the quantitative component. Fifteen students elected to participate in the follow-up qualitative focus groups. Findings indicate participants who used the CareGiVRTM application reported statistically significant higher levels of perceived self-efficacy post-intervention and when compared with those in the control group following their clinical rotation. Four themes were identified: getting real-world experience, a safe place to practice, meeting the client where they are at, and a tool not a replacement.</p></div><div><h3>Conclusion</h3><p>Immersive virtual reality can be an effective tool to increase perceived self-efficacy for managing aggressive behaviours in clients with dementia in practical nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101557"},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000495/pdfft?md5=990a5f7f7968d7bc193b9a9683fba8a7&pid=1-s2.0-S1876139924000495-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422847","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 the Language of Debriefing: Insights from Expert Sexual Assault Nurse Examiners","authors":"Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF,&nbsp;Ellen A. Frerich MSW, MPP, MN, RN, PHN,&nbsp;Winnie Yip MSN, APRN, PMHNP-BC,&nbsp;Sarah J. Hoffman PhD, MPH, RN, SANE-A,&nbsp;Carolyn M. Porta PhD, MPH, RN, SANE-A, FAAN, FNAP","doi":"10.1016/j.ecns.2024.101567","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101567","url":null,"abstract":"<div><h3>Background</h3><p>A forensic sexual assault nurse examiner (SANE) provides specialized care for individuals who have experienced sexual assault. Because the training of new SANEs is critical for expanding the workforce, simulation and debriefing are used due to limited clinical learning opportunities with assault survivors. Debriefing following the simulation requires an expert SANE, yet very often these clinicians are new to debriefing; little is known about how expert SANEs learn to debrief.</p></div><div><h3>Method</h3><p>A 90-minute focus group interview was conducted with three experienced SANEs who had completed a five-video debriefing training and conducted at least two debriefings with novice SANE trainees.</p></div><div><h3>Results</h3><p>Inductive qualitative content analysis resulted in two primary categories and six sub-categories that described the process of expert SANEs learning to debrief.</p></div><div><h3>Conclusion</h3><p>Expert SANEs compared learning to debrief to learning a new language. Participants described how reflective debriefing and trauma-informed interviewing both emphasize the importance of creating a safe and supportive environment, fostering open communication, promoting self-awareness and learning, empowering individuals, and adopting a non-judgmental approach.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"93 ","pages":"Article 101567"},"PeriodicalIF":2.6,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324615","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 Debriefing Modalities in Healthcare Simulation: Self-Reflection, Self-Debriefing, Tele-Debriefing and Facilitated Debriefing","authors":"Nicole Harder RN, PhD,&nbsp;Sufia Turner RN, MN,&nbsp;Marnie Kramer RN, PhD,&nbsp;Kim Mitchell RN, PhD","doi":"10.1016/j.ecns.2024.101561","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101561","url":null,"abstract":"<div><p>Healthcare simulation has emerged as an invaluable tool for training healthcare professionals, fostering clinical skills, and enhancing patient safety. In the context of simulation-based education, various debriefing modalities have been employed to maximize learning outcomes. This article examines four debriefing modalities—self-reflection, self-debriefing, facilitated debriefing, and tele-debriefing within the healthcare simulation setting. The article explores the circumstances under which each modality is appropriate, highlights the benefits they offer, and discusses the barriers that may impede their effectiveness. By comparing and contrasting these modalities, educators and practitioners can make informed decisions about the most suitable debriefing approach for their specific simulation scenarios.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101561"},"PeriodicalIF":2.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297953","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 Standardized Patient Simulations in the Nursing Curriculum to Promote Culturally Sensitive LGBTQ+ Care: A Pilot Study","authors":"Laura Pittiglio PhD, RN ,&nbsp;Stephanie Vallie MSN, RN","doi":"10.1016/j.ecns.2024.101554","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101554","url":null,"abstract":"<div><h3>Aim/Objective</h3><p>This study's aim was to examine the use of simulation technologies in the form of standardized patients to enhance gender affirming assessment skills in a sample of undergraduate nursing students.</p></div><div><h3>Background</h3><p>Lack of provider knowledge regarding gender affirming care impacts health care for individuals who identify as lesbian, gay, bisexual, transgender, queer, and people with other expansive identities (LGBTQ+).</p></div><div><h3>Design</h3><p>A pre- and post-survey was used to evaluate a LGBTQ+ competency-based simulation scenario using standardized patients.</p></div><div><h3>Methods</h3><p>The simulation intervention was incorporated into an undergraduate medical surgical-nursing course with 70 students. Prior to taking part in the simulation experience, students completed an educational module in an open-source learning management system. The educational module compiled by the researcher included a glossary of LGBTQIA+ terms, readings, and Sexual Orientation and Gender Identity videos, a PowerPoint and a script for interviewing. On the day of the simulation students took a pre-simulation survey that was number coded in order to provide an anonymous identifier. After participating in the simulation scenario students used the same number, that coded their pre-simulation survey, to code their post-simulation survey.</p></div><div><h3>Results</h3><p>Wilcoxon-signed ranks test revealed that there were no significant differences between the pre- and postsurvey as a composite. However, one of the individual questions regarding addressing sexual orientation and another question regarding perceived competence in providing care demonstrated significance and trending toward significance. Also, noteworthy, were the positive student responses regarding the simulation experience.</p></div><div><h3>Conclusion</h3><p>Finding's from the standardized patient simulation has the potential to inform continual education interventions designed to strengthen competency at all levels of nursing practice in the provision of LGBTQ+ competent and affirming care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101554"},"PeriodicalIF":2.6,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290860","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":"Are Artificial Intelligence Virtual Simulated Patients (AI-VSP) a Valid Teaching Modality for Health Professional Students?","authors":"Leticia De Mattei MD ,&nbsp;Marcelino Q. Morato MD ,&nbsp;Vineet Sidhu MBBS, MHS ,&nbsp;Nodana Gautam MD ,&nbsp;Camila T. Mendonca MD ,&nbsp;Albert Tsai MD ,&nbsp;Marjorie Hammer MS, RN, FNP-BC, PMHNP ,&nbsp;Lynda Creighton-Wong MS, RN, PMHNP-BC, PMHCNS-BC ,&nbsp;Amin Azzam MD, MA","doi":"10.1016/j.ecns.2024.101536","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101536","url":null,"abstract":"<div><h3>Introduction</h3><p>Simulation-based learning is robust, but the COVID pandemic created opportunities for novel modalities, including Artificial Intelligence Virtual Simulated Patient (AI-VSP) scenarios.</p></div><div><h3>Methods</h3><p>Between 2019 and 2022, the following health professional students experienced AI-VSP at one US university: (a) “Headache” scenario: 24 Family Nurse Practitioner (FNP) and 48 Physician Assistants (PA) students, (b) “Insomnia” scenario: 64 Bachelor of Science in Nursing (BSN) and 47 Accelerated Bachelor of Science in Nursing (ABSN) students. Each individually conducted a brief strongly encouraged encounter and subsequently optionally participated in our study.</p></div><div><h3>Results</h3><p>When asked about the scenario's realism, positive answers were 50% (FNP), 16% (PA), 63% (BSN), and 87% (ABSN). Also, 41% FNP, 52% PA, 65% BSN, and 82% ABSN felt capable of creating diagnoses and treatment plans as thoroughly as they would with human patients. Regarding improving diagnostic abilities, favorable responses were 73% (FNP), 74% (PA), 72% (BSN), and 90% (ABSN). When asked whether they would recommend AI-VSP encounters to others, 91% (FNP), 84% (PA), 93% (BSN), and 90% (ABSN) agreed.</p></div><div><h3>Conclusions</h3><p>AI-VSP scenarios were well accepted by students and demonstrated significant promise as a complementary simulation-based learning modality.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101536"},"PeriodicalIF":2.6,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000288/pdfft?md5=00b70f728125e5b1085fa56eea8fca4e&pid=1-s2.0-S1876139924000288-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141292122","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":"Enhancing Psychological Safety in Advanced Practice Nursing Student Simulation Using an Innovative Visual Tool","authors":"Jacqueline Vaughn PhD, RN, CHSE-A ,&nbsp;Shannon H. Ford PhD, APRN, CPNP-PC, CNE ,&nbsp;April Braswell PhD, APRN, CPNP-PC, CNE ,&nbsp;Anka Roberto DNP, MPH, PMHNP-BC, APRN ,&nbsp;Tamara Link DNP, APRN, FNP-BC ,&nbsp;Laura A. Killam RN, MScN","doi":"10.1016/j.ecns.2024.101558","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101558","url":null,"abstract":"<div><h3>Background</h3><p>Psychological safety is a foundational element for effective simulation-based experiences across all healthcare education. This project describes a novel tool the authors developed to visually enhance psychological safety for advanced practice nursing students. The “Simulation Tool to Enhance Psychological Safety” (STEPS) is essentially a photo cube with images that depict evidence-based constructs related to psychological safety. STEPS was designed and evaluated by simulation education experts.</p></div><div><h3>Methods</h3><p>STEPS was employed in simulation for advanced practice nursing students (<em>N</em> = 56). Pre and post surveys were conducted using the Psychological Safety Survey and open-ended responses.</p></div><div><h3>Results</h3><p>Findings revealed students’ responses on psychological safety improved post the STEPS intervention. Students’ comments also reflected they found STEPS valuable for enhancing psychological safety.</p></div><div><h3>Conclusions</h3><p>STEPS is an innovative visual aid that in combination with facilitators’ actions can foster psychological safety for learners in simulation-based experiences. We plan to further evaluate the tool in simulations across nursing programs.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101558"},"PeriodicalIF":2.6,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250058","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 Effectiveness of Simulation in the Acquisition of Socioemotional Skills Related to Health Care: A Systematic Review of Systematic Reviews","authors":"María Lanza-Postigo RN ,&nbsp;Rebeca Abajas-Bustillo PhD, RN ,&nbsp;Roberto Martin-Melón ,&nbsp;Noelia Ruiz-Pellón RN ,&nbsp;Carmen Ortego-Maté PhD, RN","doi":"10.1016/j.ecns.2024.101547","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101547","url":null,"abstract":"<div><h3>Aim</h3><p>The objective of this SR of SR is to answer the question: Is simulation effective for the acquisition of socio-emotional skills related to health care?</p></div><div><h3>Background</h3><p>Simulation has become a relevant methodology for the training of socioemotional skills; however, the effectiveness of this methodology is difficult to interpret due to the diversity of results obtained to date.</p></div><div><h3>Methods</h3><p>Searches were conducted in Medline, Scopus, Web of Science, and Cochrane Library databases for systematic reviews with meta-analyses published from 2011 to 2022. The searches were completed between December 2021 and January 2022. Study quality was assessed using the AMSTAR-2 scale. The protocol was registered in PROSPERO (CRD42022339156).</p></div><div><h3>Results</h3><p>A total of 1285 studies were examined, of which seven systematic reviews were selected, yielding 88 studies with 8658 participants. The most commonly used methodologies were standardized patient (28.4%) and high-fidelity simulation (26.1%). The training consisted of an average of 3.6 sessions, with a mean duration of 153.8 minutes. The most trained socioemotional skills were communication (34.4%), self-efficacy (30.5%), and self-confidence (13.3%). Most studies (78.4%) reported statistically significant results favorable to the intervention group in all skills trained.</p></div><div><h3>Conclusion</h3><p>Simulation is an effective methodology for training a wide range of social and emotional competencies in students and health science professionals.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101547"},"PeriodicalIF":2.6,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000392/pdfft?md5=fa3a4331b92be0a1a041fb03b242534a&pid=1-s2.0-S1876139924000392-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141239961","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":"Evaluating Efficacy and Usability of Screen-Based Simulation in Difficult Airway Algorithm Training for Certified Registered Nurse Anesthesiologists","authors":"Cheng Tan BSN, RN ,&nbsp;Suzan Kardong-Edgren PhD, RN, ANEF, CHSE, FSSH, FAAN ,&nbsp;Nicole Petsas Blodgett PhD, RN, CHSE ,&nbsp;Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN","doi":"10.1016/j.ecns.2024.101550","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101550","url":null,"abstract":"<div><h3>Background</h3><p>\"Cannot ventilate, cannot intubate\" is a challenging airway emergency that can lead to negative patient outcomes. Screen-based simulation (SBS) as a learning adjunct could help anesthesia providers improve decision-making skills in difficult airway situations. The goal of this project was to evaluate the usability of a newly designed SBS for learning and reinforcing difficult airway management.</p></div><div><h3>Methods</h3><p>Seven anesthesia and simulation experts were recruited for this pre-post design project. Participants were pre-briefed, watched scenario one, selected interventions for difficult airway, and time-to-decision was recorded. After debriefing, participants completed a second scenario and time-to-decision was recorded again. A post-simulation survey was conducted to evaluate application usability and gather participant feedback.</p></div><div><h3>Results</h3><p>All seven participants (100%) completed simulations with a mean System Usability Score of 90.83 (SD = 6.65) and median score of 90, both of which indicated superior usability. The time-to-decision in scenario two decreased significantly (<em>p</em> &lt; .05) between the two scenarios.</p></div><div><h3>Conclusion</h3><p>In approximately 40 hours and on a low budget, a user-friendly SBS was developed to effectively improve time-to-decision in difficult airway situations.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101550"},"PeriodicalIF":2.6,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141239962","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 Experiential Learning Simulation-Based Learning Program on Clinical Judgment Among Obstetric Nursing Students","authors":"Wassana Uppor RN, PhD ,&nbsp;Areewan Klunklin RN, PhD ,&nbsp;Nongkran Viseskul RN, PhD ,&nbsp;Sombat Skulphan RN, PhD","doi":"10.1016/j.ecns.2024.101553","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101553","url":null,"abstract":"<div><h3>Background</h3><p>Obstetric nursing students have less opportunity to practice due to limited clinical placement sites and safety concerns, which leads to inadequate clinical judgment. Previous studies used simulation as a learning method but there was a lack of structured activities for learning, which is a vital aspect to support clinical judgement development. The study aim was to investigate the effect of an Experiential Learning Simulation-Based Learning Program on clinical judgment among nursing students.</p></div><div><h3>Methods</h3><p>A quasi-experimental two-group pre-test post-test design was employed. The participants were 44 nursing students. The intervention comprised three obstetrics nursing clinical scenarios in antepartum, peripartum, and postpartum periods guided by Kolb's Experiential Learning Theory that included concrete experiences, reflective observations, abstract conceptualization, and active experimentation. Clinical judgment was assessed through a questionnaire.</p></div><div><h3>Results</h3><p>After the program, the experimental group had higher scores of clinical judgment than the control group. Significant differences in the clinical judgment scores were noted between groups.</p></div><div><h3>Conclusions</h3><p>The Experiential Learning Simulation-Based Learning Program demonstrated effectiveness in increasing clinical judgment among nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"92 ","pages":"Article 101553"},"PeriodicalIF":2.6,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163344","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}