Clinical Simulation in Nursing最新文献

{"title":"Transcribing and coding audiovisual simulation recordings for in-depth analysis","authors":"Carolyn J. Kerns EdD,&nbsp;Heather Cole PhD,&nbsp;Mahalia Barrow EdD,&nbsp;Holly Stokley MSN","doi":"10.1016/j.ecns.2026.101907","DOIUrl":"10.1016/j.ecns.2026.101907","url":null,"abstract":"<div><h3>Introduction</h3><div>Simulation is widely used in nursing education, yet traditional evaluation strategies often capture only observable actions, missing the complexity and context of student learning.</div></div><div><h3>Methods</h3><div>This article presents the Simulation Analysis Method for Recordings (SAMR), a structured research method with a step-by-step guide for transcribing, coding, and analyzing audiovisual simulation and debriefing data. This method integrates actions and verbalizations within a selected conceptual model, such as the Tanner Clinical Judgment Model or others aligned with learning objectives.</div></div><div><h3>Results</h3><div>A structured analytic template supported deductive coding, theme development, and comparison of expected versus observed performance, aligning with evaluation tools such as the Lasater Clinical Judgment Rubric.</div></div><div><h3>Discussion</h3><div>This method is structured and systematic, enabling detailed analysis of simulation performance to inform pedagogy, assess learning, and guide curriculum revision.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101907"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174734","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":"Game-based learning in pediatric nursing: Escape room effects on safety and clinical decision-making","authors":"Andrea M. Peters MS,&nbsp;Jean M. Gambo MSN,&nbsp;Kelly Bates DNP,&nbsp;Rebecca Weston EdD, MSN","doi":"10.1016/j.ecns.2026.101909","DOIUrl":"10.1016/j.ecns.2026.101909","url":null,"abstract":"<div><h3>Background</h3><div>The shift of nursing curricula towards competency-based education requires the development of new learning strategies. The use of game-based learning in nursing education has been shown to improve student performance in numerous domains. This study aimed to assess students’ perceived effectiveness of a structured, medium-fidelity pediatric inpatient safety escape room.</div></div><div><h3>Sample</h3><div>A total of 44 students completed the structured escape room. Immediately after finishing the activity, students completed a survey to determine its perceived impact in several domains.</div></div><div><h3>Methods</h3><div>Immediately after completion of the simulation, students completed a survey of seven items selected from the Simulation Effectiveness Tool-Modified to evaluate their perceptions of the activity’s effectiveness.</div></div><div><h3>Results</h3><div>Participants reported perceived improvement across all items, with mean scores ranging from 2.61 to 2.77 on a 3-point scale, suggesting that students felt the learning experience was beneficial.</div></div><div><h3>Conclusions</h3><div>The escape room had a positive perceived impact on student learning. Escape rooms may serve as a powerful tool to reinforce critical thinking, safety, and teamwork in nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101909"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174736","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":"Transforming clinical faculty preparation: A multistudent, multipatient simulation for nurse educator students","authors":"Regina C. Kulacz MSN RN CHSE CHSOS,&nbsp;Amanda Lamberti MSN RN CHSE CHSOS,&nbsp;Pamela Forte DNP MSN RN CNE,&nbsp;Kimberly Lacey DNSc, MSN, RN, CNE, CNL","doi":"10.1016/j.ecns.2026.101904","DOIUrl":"10.1016/j.ecns.2026.101904","url":null,"abstract":"<div><div>Simulation is widely used in nursing education; however, its application in graduate nurse educator programs remains limited. This pilot explored the use of a novel multistudent, multipatient simulation in which nurse educator students assumed the role of clinical faculty. Designed in accordance with the <em>Healthcare Simulation Standards of Best Practice</em>^TM, this simulation focused on clinical facilitation, time management, and feedback. Participants (n = 2) reported increased confidence and insight into clinical teaching responsibilities following the encounter. This pilot warrants further investigation into the application of simulation in graduate-level nonclinical programs and may serve as a template for educator development programs.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101904"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146081784","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 intercultural communication in the development of nursing simulation: A Dutch-Tanzanian CAN-Sim collaboration on metabolic syndrome","authors":"Malou Van Geloven RN, BSc ,&nbsp;W.M. Walima RN, BSc ,&nbsp;E. Hagenbeek RN, MSc ,&nbsp;W.A. Bouwes MD, PhD ,&nbsp;J. Tyerman RN, PhD ,&nbsp;Elisabeth Vera Habes RN, MSc","doi":"10.1016/j.ecns.2025.101901","DOIUrl":"10.1016/j.ecns.2025.101901","url":null,"abstract":"<div><h3>Background</h3><div>The increasing diversity of patient populations calls for greater attention to intercultural communication in nursing education.</div></div><div><h3>Objective and Method</h3><div>This qualitative study explores the experiences of Dutch and Tanzanian nursing students during a joint CAN-Sim virtual simulation on metabolic syndrome in Tanzania. Eight students participated in interviews and participant observation. Data were thematically analysed.</div></div><div><h3>Results</h3><div>Six themes emerged: group dynamic, differences in norms, perceived relations, communication styles, learning value and recommendations.</div></div><div><h3>Conclusion</h3><div>The differences posed communication challenges, but a positive group dynamic helped overcome barriers. Participants experienced this process as a valuable learning opportunity that enhanced their cultural competence.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101901"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146081785","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":"Analyzing instructor facilitation patterns in debriefings using AI-based speech metrics","authors":"Soledad Armijo-Rivera (Mg) MD, MEd ,&nbsp;Scarlett Vicencio-Clarke (Mg) MD, MEd ,&nbsp;Hernán Caamaño ,&nbsp;Pía Díaz ,&nbsp;Carla Pino ,&nbsp;Francesca Caldo ,&nbsp;Daniel Herrera ,&nbsp;Carlos Hinrichsen (Mg)","doi":"10.1016/j.ecns.2025.101897","DOIUrl":"10.1016/j.ecns.2025.101897","url":null,"abstract":"<div><h3>Background</h3><div>Facilitation of debriefings is critical for fostering reflection and behavioral change. However, little is known about how novice instructors distribute their speaking time and how this impacts perceived debriefing quality. Artificial intelligence (AI)-driven conversational analysis offers an objective method to characterize facilitation patterns.</div></div><div><h3>Methods</h3><div>Participants were fifteen novice healthcare instructors with less than one year of experience who recently completed an online simulation course. A cross-sectional study was conducted using GailBot API for automated transcription and speech analysis of remote interprofessional debriefings. Standardized scenarios and consistent student participants controlled external variables. Instructor facilitation patterns were compared to DASH evaluations from students, instructors, and an expert observer.</div></div><div><h3>Results</h3><div>Instructors spoke for an average of 56.09% of debriefing time. Higher instructor talk time correlated negatively with DASH self-ratings (Spearman’s Rho = −0.627, <em>p</em> = .012).</div></div><div><h3>Conclusion</h3><div>AI-based analysis provides valuable insights into facilitation patterns, supporting multidisciplinary faculty development.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101897"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146071128","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":"Mapping artificial intelligence and metaverse integration in nursing education (2013-2025): A bibliometric analysis","authors":"Alex S. Borromeo MN, RN ,&nbsp;Magdalena D. Soyosa MAN, RN ,&nbsp;John Paul E. Mendoza PhD, RN ,&nbsp;Mart Juaresa C. Yambao MAN, RN ,&nbsp;Walton Wider PhD","doi":"10.1016/j.ecns.2026.101911","DOIUrl":"10.1016/j.ecns.2026.101911","url":null,"abstract":"<div><div>Immersive technologies and artificial intelligence (AI) are reshaping nursing education by providing scalable, learner-centered simulations that enhance clinical reasoning, skills acquisition, and interprofessional learning. However, the literature remains fragmented, with limited theoretical synthesis, and underrepresentation of diverse global contexts. This study aimed to systematically map the global research landscape on the integration of AI and immersive technologies, such as virtual reality (VR), augmented reality (AR), and the metaverse, into nursing education, and to identify the conceptual, thematic, and intellectual structures guiding current, and future research. A bibliometric research design was employed. A total of 122 peer-reviewed articles published between 2013 and 2025 were retrieved from the Web of Science Core Collection. VOSviewer (v1.6.20) was used to perform co-citation analysis (to identify intellectual foundations) and co-word analysis (to explore thematic clusters and emerging discourse). Co-citation mapping revealed five major knowledge domains: (a) intelligent simulation and psychosocial outcomes; (b) AI-enhanced extended-reality team training; (c) readiness for XR adoption in curricula; (d) immersive symptom management in perioperative care; and (e) interprofessional virtual simulation. Co-word analysis highlighted themes such as digital literacy, adaptive learning, teamwork, and affective learning outcomes. The review also uncovered gaps in theory use, equity, and longitudinal evaluation. This review offers the first cohesive synthesis of AI and immersive technology integration in nursing education. It provides a strategic framework for advancing educational design, equitable access, and future research collaboration.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"112 ","pages":"Article 101911"},"PeriodicalIF":2.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174733","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":"Beyond the task trainer: Enhancing empathy and competence through hybrid simulation","authors":"Jennifer Ciccone MSN-Ed, RN, CHSE,&nbsp;Christopher Hairfield PhD, RN,&nbsp;Mathew Engelhardt MSN, RN","doi":"10.1016/j.ecns.2025.101888","DOIUrl":"10.1016/j.ecns.2025.101888","url":null,"abstract":"<div><h3>Background</h3><div>Urinary catheterization is a sensitive clinical skill that requires not only technical proficiency, but also therapeutic communication to preserve patient dignity and trust. Traditional task-trainer simulations provide opportunities to practice psychomotor skills but lack the emotional realism and interpersonal engagement needed to prepare students for authentic patient care.</div></div><div><h3>Sample</h3><div>The project was conducted with 67 second-semester students enrolled in an Accelerated Bachelor of Science in Nursing (ABSN) program and concurrently taking a foundational medical-surgical nursing course.</div></div><div><h3>Method</h3><div>This quality improvement project implemented a hybrid simulation experience that combined a wearable urinary catheterization task trainer with a standardized patient (SP). The intervention aimed to evaluate students’ satisfaction with the learning experience, their preferences for SP-based versus mannequin-based training, and their self-perceived communication competence during the procedure. Data were collected through post-simulation surveys and de-identified for analysis.</div></div><div><h3>Results</h3><div>Students reported significantly higher satisfaction and perceived realism with the hybrid simulation compared to mannequin-only training. They highlighted the value of authentic patient interaction, noting that the SP’s verbal and nonverbal feedback enhanced their confidence in therapeutic communication while maintaining procedural accuracy. The majority expressed a preference for hybrid simulation in future skills training.</div></div><div><h3>Conclusion</h3><div>Hybrid simulation offers a valuable approach to bridging the gap between procedural competence and compassionate care. By integrating SPs into technical training, nursing programs can better prepare students for sensitive clinical encounters, ensuring graduates are equipped with both technical expertise and interpersonal skills essential to professional practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101888"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980286","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":"Dayroom simulation: An innovative design to bridge the gap in mental health nursing education","authors":"Kunwal Molwani Scott DNP, FNP-C, PMHNP-BC","doi":"10.1016/j.ecns.2025.101890","DOIUrl":"10.1016/j.ecns.2025.101890","url":null,"abstract":"<div><div>To address the gap between nursing education and clinical practice in mental health settings, we developed an innovative simulation design replicating a hospital dayroom environment with multiple standardized patients. Undergraduate nursing students taking a mental health clinical course conducted therapeutic interviews with an assigned standardized patient (SP) with a mental health disorder while simultaneously managing realistic interruptions from additional SPs serving as Distractor Patients (SP-2s). These distractor patients create authentic clinical scenarios including escalating agitations that may culminate in Code Strong situations – code to call for security assistance. This dayroom simulation provides students with essential preparation for real-world psychiatric nursing practice by integrating therapeutic communication and de-escalation techniques, crisis management, and clinical decision-making within a controlled yet realistic learning environment. The simulation design adheres to Healthcare Simulation Standards of Best Practice™ (HSSOBP) through comprehensive prebriefing, skilled facilitation, and maintenance of psychological safety.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101890"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904147","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":"SENTRY: Simulation education for nurses in training to respond to suicide warning signs as a quality improvement study","authors":"Ashley E. Franklin PhD, RN, CNE, CHSE-A, ANEF ,&nbsp;Amber F. Sardina MSN-Ed, RN ,&nbsp;Lavonne M. Adams PhD, RN, CCRN ,&nbsp;Jodi Patterson PhD, RN, CHSE ,&nbsp;Ashlie Seale PMHNP-BC, CARN-AP","doi":"10.1016/j.ecns.2025.101887","DOIUrl":"10.1016/j.ecns.2025.101887","url":null,"abstract":"<div><h3>Background</h3><div>Question Persuade Refer (QPR) training aims to equip laypersons to recognize and respond to individuals at risk for suicide. Nurses respond in acute care and community settings, though nursing students have difficulty identifying and responding.</div></div><div><h3>Method</h3><div>This quality improvement study evaluated the effectiveness of adding QPR training to a nursing curriculum using a pre–posttest design. Researchers recorded 77 juniors, prelicensure nursing dyads in simulation. Forty-one participated in an acute care scenario (26 intervention, 15 control), while 36 were in a community scenario (21 intervention, 15 control). Researchers coded recordings for timing and frequency of strategies and compared group means.</div></div><div><h3>Results</h3><div>Training did not significantly increase the amount of time students spent asking direct questions in an acute care (<em>p</em> = .63, <em>d</em> = 0.18) or community setting (<em>p</em> = 1) or making referrals in an acute care (<em>p</em> = .86) or community setting.</div></div><div><h3>Conclusions</h3><div>Despite neutral findings, nurse educators should document students’ behaviors in simulation and examine the effect of evidence-based training on students’ abilities to identify and respond to individuals at risk for suicide.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101887"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904111","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":"Simulation role and learner experience: A multi-disciplinary study of undergraduate nursing and Doctor of Physical Therapy students","authors":"Denise Romano MPS PT, EdD, CHSE, CSCS,&nbsp;Rosemary Collier PhD, RN,&nbsp;Lori-Marie Sprague PhD, RN, CHSE,&nbsp;Joyce Rhodes-Keefe PhD, RNC-MNN, CHSE","doi":"10.1016/j.ecns.2025.101891","DOIUrl":"10.1016/j.ecns.2025.101891","url":null,"abstract":"<div><h3>Background</h3><div>Experiential Learning Theory (ELT) is recognized as underpinning simulation design. Ineffective implementation of the full ELT cycle can limit learning effectiveness. Studies have compared learner outcomes across simulation roles, yet little evidence exists regarding how learners experience the Concrete Experience phase of the ELT cycle, most influenced by simulation role.</div></div><div><h3>Method</h3><div>A convenience sample of undergraduate nursing and DPT students completed the Experiencing Scale (including components of presence, embodiment, and novelty) and Satisfaction and Self-Confidence in Learning Scale (SCLS) following participation in simulation. A total of 300 responses were collected.</div></div><div><h3>Results</h3><div>Experiencing Scale scores were lower among observer compared to clinician roles. Observers demonstrated lower levels of presence (focused awareness and connection), and family members lower levels of embodiment (body-engaged participation) compared to clinician roles. SCLS scores did not differ by role.</div></div><div><h3>Conclusions</h3><div>Clinician roles promoted greater engagement. Observers may experience lower engagement due to distance and analytical focus, while family members may face cognitive load and role ambiguity challenges that limit their embodied participation. Despite these differences, satisfaction and self confidence in learning remained consistent across roles, highlighting that well-designed simulations can support all learners.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"111 ","pages":"Article 101891"},"PeriodicalIF":2.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145904146","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}