Clinical Simulation in Nursing最新文献_第10页

Effectiveness of Simulation in Nursing Students' Critical Thinking Scores: A Pre-/Post-Test Study 模拟对护理专业学生批判性思维得分的影响：前后测试研究

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-12 DOI: 10.1016/j.ecns.2023.101500

Farida Saghafi RN, PhD , Nicole Blakey RN, MSN , Stephen Guinea RN, PhD , Tracy Levett-Jones RN, PhD

{"title":"Effectiveness of Simulation in Nursing Students' Critical Thinking Scores: A Pre-/Post-Test Study","authors":"Farida Saghafi RN, PhD , Nicole Blakey RN, MSN , Stephen Guinea RN, PhD , Tracy Levett-Jones RN, PhD","doi":"10.1016/j.ecns.2023.101500","DOIUrl":"https://doi.org/10.1016/j.ecns.2023.101500","url":null,"abstract":"<div><h3>Background</h3><p>This study investigated how final-year undergraduate nursing students’ critical thinking skills were impacted after attending a purposefully designed 15 hour program with nine hours of simulation-based learning activities aligned with a theoretical framework of clinical reasoning comprising the Clinical Reasoning Cycle and Debriefing for Meaningful Learning.</p></div><div><h3>Method</h3><p>A one-group pre-test post-test design was used. Fifty-six final semester undergraduate nursing students from five campuses of one Australian university participated in this study. Data were collected before and after the simulation program using the Health Sciences Reasoning Test.</p></div><div><h3>Results</h3><p>Analysis of data using paired sample t-tests demonstrated a positive change in critical thinking scores after completing the program (95% confidence interval 0.206-2.079). A total of 62.5% of participants achieved two scores higher after completing the simulation program.</p></div><div><h3>Conclusions</h3><p>Implementing a simulation program designed according to the Clinical Reasoning Cycle and using the Debriefing for Meaningful Learning model is associated with enhancing the critical thinking skills of nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139923001147/pdfft?md5=bcd3bee1448ea5cd2f2f39def6e7c7c1&pid=1-s2.0-S1876139923001147-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113419","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}

引用次数: 0

One Simulated Skills Checkoff is Still Not Enough: Foley Catheterization Skill Performance Among Undergraduate Nursing Students 一次模拟技能核对仍然不够：护理专业本科生的气管导管术技能表现

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-10 DOI: 10.1016/j.ecns.2023.101503

Michael D. Aldridge PhD, RN, CNE

引用次数: 0

Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students 学会共同交流：护理专业和理疗师助理专业学生的跨学科体验视角

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-10 DOI: 10.1016/j.ecns.2024.101522

Stacie Sweet DNP, RNC, WHNP , Lori Wahl DPT, PT

{"title":"Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students","authors":"Stacie Sweet DNP, RNC, WHNP , Lori Wahl DPT, PT","doi":"10.1016/j.ecns.2024.101522","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101522","url":null,"abstract":"<div><h3>Background</h3><p>Interprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises.</p></div><div><h3>Sample</h3><p>29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years.</p></div><div><h3>Method</h3><p>An interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication.</p></div><div><h3>Results</h3><p>A total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation.</p></div><div><h3>Conclusion</h3><p>This experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students’ understanding and confidence with interprofessional communication prior to a clinical opportunity.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069100","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}

引用次数: 0

The Perceived Effectiveness of a Suicide Assessment Virtual Simulation Module for Undergraduate Nursing Students 护理专业本科生对自杀评估虚拟模拟模块效果的认知

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-10 DOI: 10.1016/j.ecns.2024.101509

Yusuf Hamidi RN, MScN , Jane Jessica Tyerman RN, PhD, CCSNE , Jean-Laurent Domingue RN, PhD , Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI

{"title":"The Perceived Effectiveness of a Suicide Assessment Virtual Simulation Module for Undergraduate Nursing Students","authors":"Yusuf Hamidi RN, MScN , Jane Jessica Tyerman RN, PhD, CCSNE , Jean-Laurent Domingue RN, PhD , Marian Luctkar-Flude RN, PhD, CCSNE, FCNEI","doi":"10.1016/j.ecns.2024.101509","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101509","url":null,"abstract":"<div><h3>Background</h3><p>Nursing students identify a lack of knowledge and clinical experience in the assessment of suicidal risk, which can negatively impact the care provided to individuals experiencing a mental health crisis. The purpose of this study was to explore the perceived effectiveness of a <em>Suicidal Ideation – Assessment of Risk</em> virtual simulation module for undergraduate nursing students.</p></div><div><h3>Method</h3><p>A mixed methods explanatory sequential design study was conducted with third-year nursing students (N = 130) enrolled in a mental health nursing course from an Ontario-based university. The effectiveness of the virtual simulation was evaluated using the Simulation Effectiveness Tool-Modified (SET-M), followed by semi-structured individual interviews (n = 8).</p></div><div><h3>Results</h3><p>The virtual simulation was perceived to be effective. Due to the sensitive topic of suicide, this study validated the importance of adhering to the Healthcare Standards of Best Practice 2021, specifically a structured debrief with a skilled facilitator. Qualitative findings identified increased learning, preparedness, confidence, knowledge, critical reflection, and decreased anxiety.</p></div><div><h3>Conclusion</h3><p>This virtual simulation module reinforced the importance of providing application-based mental health assessment experiences prior to entering clinical practice.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187613992400001X/pdfft?md5=601537f12d74ca8430addefcbeb1b3d1&pid=1-s2.0-S187613992400001X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069201","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}

引用次数: 0

Development of an Innovative Facilitator Simulation Training for Faculty 为教师开展创新型引导员模拟培训

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-05 DOI: 10.1016/j.ecns.2024.101520

Amanda Culp-Roche PhD, APRN, FNP-C, Sara Hubbell DNP, APRN FNP-C, PMHNP-BC, Tamatha Arms PhD, DNP, PMHNP-BC, NP-C, Jacqueline Vaughn PhD, RN, CHSE, Anka Roberto DNP, MSN-MPH, APRN, PMHNP-BC, Tamara Link DNP, APRN, FNP-BC

引用次数: 0

Improving the Faculty and Nursing Student Learning Experience in Simulation with Faculty Simulation Teams 通过教师模拟团队改善教师和护理专业学生的模拟学习体验

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-05 DOI: 10.1016/j.ecns.2024.101517

Christina Quick DNP, APRN, CPNP-AC/PC, CHSE, Sherri Fannon DNP, MSN, RN, CHSE, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN, Emma Buchele BSN, RN

{"title":"Improving the Faculty and Nursing Student Learning Experience in Simulation with Faculty Simulation Teams","authors":"Christina Quick DNP, APRN, CPNP-AC/PC, CHSE, Sherri Fannon DNP, MSN, RN, CHSE, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN, Emma Buchele BSN, RN","doi":"10.1016/j.ecns.2024.101517","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101517","url":null,"abstract":"<div><h3>Background</h3><p>A mid-west university transitioned from a large faculty simulation team to smaller, course based assignments with enhanced team structure and leadership to improve student experiences, outcomes, and decrease faculty fatigue.</p></div><div><h3>Methods</h3><p>Faculty teams were assigned to cohorts of undergraduate nursing students. Each team had an identified team lead, and two simulation coordinators across the nursing curriculum. Student evaluations were solicited before and after the change in simulation team structure to assess student experience and learning outcomes.</p></div><div><h3>Results</h3><p>There was no statistically significant change in student reports of course quality, difficulty, or engagement. Rates of student evaluation and feedback improved broadly. Qualitative feedback revealed students reported less feelings of anxiety and commented more positively regarding faculty and their contribution to learning. Faculty reported decreasing feelings of fatigue and burnout with faculty simulation teams.</p></div><div><h3>Conclusion</h3><p>Faculty simulation teams and standardized faculty assignments improved the development of student-faculty relationships. Limiting the number of simulation events each day decreased faculty reports of fatigue and improved faculty retention.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140042436","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}

引用次数: 0

Impact Of Simulation Design Elements on Undergraduate Nursing Education: A Systematic Review 模拟设计元素对本科护理教育的影响：系统回顾

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-02-29 DOI: 10.1016/j.ecns.2024.101519

Matthew Jackson MN , Lauren McTier PhD , Laura A. Brooks MN , Rochelle Wynne PhD

{"title":"Impact Of Simulation Design Elements on Undergraduate Nursing Education: A Systematic Review","authors":"Matthew Jackson MN , Lauren McTier PhD , Laura A. Brooks MN , Rochelle Wynne PhD","doi":"10.1016/j.ecns.2024.101519","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101519","url":null,"abstract":"<div><p>The primary aim of this review was to determine the effect of simulation-based education, when compared to traditional teaching methods in undergraduate nursing programs. The secondary aims were to describe variability in design elements. A systematic review and narrative synthesis of quantitative studies. CINAHL, MEDLINE, APA PsycInfo, ERIC, and EMBASE. Databases were searched from 1990 to 2023. Articles were screened in Covidence. Quality assessment using the MMAT, RoB, Cochrane RoB2, and ROBINS-I. Synthesis without meta-analyses was used to examine extracted data. When simulation-based education was compared to traditional education knowledge significantly improved in 16 (62%) studies, skills in 29 (64%) studies, and improvement in attitude in eight (44%) studies. Reporting of design elements was deficient. Variability in design elements, implementation, and evaluation of simulation-based education underpin the current evidence making it difficult to accurately measure the effect of simulation-based education on learning outcomes.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000112/pdfft?md5=c7a3482f08ff01b8ef9f6983755ecd67&pid=1-s2.0-S1876139924000112-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139993267","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}

引用次数: 0

The Simulation Method as an Appropriate Solution for Developing the Interactional Soft Skills of Midwife Practitioners in Morocco: A Pilot Study 模拟法是培养摩洛哥助产士互动软技能的适当解决方案：试点研究

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-02-19 DOI: 10.1016/j.ecns.2024.101514

Asmaa Ghafili PhD , Abdellah Gantare PhD , Clair Lobet Maris PhD , Maximilien Gourdin PhD

{"title":"The Simulation Method as an Appropriate Solution for Developing the Interactional Soft Skills of Midwife Practitioners in Morocco: A Pilot Study","authors":"Asmaa Ghafili PhD , Abdellah Gantare PhD , Clair Lobet Maris PhD , Maximilien Gourdin PhD","doi":"10.1016/j.ecns.2024.101514","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101514","url":null,"abstract":"<div><p>This article investigates the development of the most two critical interactional skills in midwifery practitioners: communication and respect for intimacy, through the use of a pedagogical method called simulation in the context of continuing education in Settat, Morocco. We used the three phases of simulation as currently used in the different simulation centers and adapted them to a regulation process: briefing, scenario session, and debriefing, based on a hybrid simulation. The implementation of the debriefings improved the importance of strengthening communication skills and focusing more on understanding the different emotions of pregnant women. In the present study, midwives were satisfied with the application of this simulation method, which was used to strengthen and develop both technical and non-technical skills. They clearly indicated their current need to benefit from continuing education using more flowing teaching methods that reflected as accurately as possible the reality of the working field.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901492","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}

引用次数: 0

Reflective Journaling to Promote Critical Reflective Thinking Post-Simulation-Based Education 反思性日记促进批判性反思后模拟教育

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-02-16 DOI: 10.1016/j.ecns.2024.101511

Julianne A. Walsh PhD, RN , Kristen A. Sethares PhD, RN, CNE, FAHA, FHFSA , Jennifer Dunbar Viveiros PhD, RN, CNE , Marilyn E. Asselin PhD, RN

{"title":"Reflective Journaling to Promote Critical Reflective Thinking Post-Simulation-Based Education","authors":"Julianne A. Walsh PhD, RN , Kristen A. Sethares PhD, RN, CNE, FAHA, FHFSA , Jennifer Dunbar Viveiros PhD, RN, CNE , Marilyn E. Asselin PhD, RN","doi":"10.1016/j.ecns.2024.101511","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101511","url":null,"abstract":"<div><h3>Background</h3><p>Reflective journaling may be a useful method to promote the processes of reflection and critical reflection post simulation debriefing.</p></div><div><h3>Methods</h3><p>Guided by the AMNP and CRI models, this 3-week quasi-experimental two group pretest-posttest study tested the effects of guided reflective journaling on reflective thinking and critical reflective thinking in 54 prelicensure nursing students (n = 25 intervention and 29 control). The Reflection subscale of the Reflective Thinking Inventory (RTI, 3-15, higher better reflection) and Critical Reflective Thinking Inventory (CRIAT, 0-180, higher scores better critical reflection) measured reflection and critical reflection, respectively.</p></div><div><h3>Results</h3><p>MANCOVA demonstrated no differences over time and no interaction effect on the outcome variables. There was a difference in level of reflection between groups with the control group demonstrating greater scores at both time points. Mean scores for critical reflection were slightly higher post intervention for the intervention group.</p></div><div><h3>Conclusion</h3><p>Findings suggest guided reflective journaling post-SBE may enhance critical reflection with a greater dose.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139749227","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}

引用次数: 0

Ten Tips for Successful Virtual Simulation Integration in the Curriculum 成功将虚拟仿真融入课程的十个技巧

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-02-16 DOI: 10.1016/j.ecns.2024.101516

Margaret Verkuyl MN, NP:PHC. CCSNE, Lynda Atack PhD, RN

引用次数: 0