Clinical Simulation in Nursing最新文献

{"title":"Exploring simulation-based education in pre-registration nursing curriculum - Barriers and enablers: An integrative review","authors":"James Naismith,&nbsp;Georgina Willetts,&nbsp;Kerry Hood,&nbsp;Wendy Cross,&nbsp;Loretta Garvey","doi":"10.1016/j.ecns.2025.101748","DOIUrl":"10.1016/j.ecns.2025.101748","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-Based Education (SBE) has long been considered an effective model for teaching pre-registration nursing students. However, several factors impact the successful development and implementation of SBE programs that are sustainable, quality-driven and scalable.</div></div><div><h3>Methods</h3><div>An integrative review was used in the analysis of qualitative, quantitative, and mixed methodology papers, in the context of SBE programs in pre-registration nursing programs.</div></div><div><h3>Results</h3><div>About 1151 articles were originally identified, and the data was further analyzed in three phases with 17 articles remaining, eight articles were deemed suitable for review. Thematic analysis revealed three themes: Resources, Faculty development, and Embedding into practice.</div></div><div><h3>Conclusion</h3><div>SBE is considered an effective model for delivering education in pre-registration nursing programs. However, several factors impact the effectiveness of these programs when embedding them into nursing curricula. The most critical component to success was the utilization of simulation design frameworks which are underpinned by strong pedagogical methodologies.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101748"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084520","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":"Cross-cultural validation of the Debriefing Experience Scale: French version","authors":"Patrick Lavoie ,&nbsp;Imène Khetir ,&nbsp;Sylvain Boloré ,&nbsp;Isabelle Bouchard ,&nbsp;Sylvie Charette ,&nbsp;Isabelle Ledoux ,&nbsp;Samuel Ouellette ,&nbsp;Shelly J. Reed ,&nbsp;Tanya Mailhot","doi":"10.1016/j.ecns.2025.101750","DOIUrl":"10.1016/j.ecns.2025.101750","url":null,"abstract":"<div><h3>Background</h3><div>High-quality debriefing is critical for effective simulation-based education; reliable tools are needed to assess its quality. Such tools must be validated for use with diverse populations, including French-speaking learners, to ensure their applicability across cultural and linguistic contexts. The French version of the Debriefing Experience Scale (DES-FR) was developed to address this need.</div></div><div><h3>Methods</h3><div>A total of 396 French-speaking healthcare students completed the DES-FR. Internal consistency, test-retest reliability, confirmatory factor analysis, and measurement invariance were assessed.</div></div><div><h3>Results</h3><div>The DES-FR showed excellent internal consistency, good to excellent test-retest reliability, and strong structural validity, supporting a four-factor model. Metric invariance was achieved for the Experience scale, while partial invariance was observed for the Importance scale.</div></div><div><h3>Conclusions</h3><div>The DES-FR is a robust instrument with strong psychometric properties, suitable for assessing debriefing quality in simulation-based education among French-speaking healthcare students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101750"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084519","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 Tool to Enhance Psychological Safety 2.0 (STEPS 2.0): Utilizing simulation expert feedback to continuously improve a visual aid","authors":"Jacqueline Vaughn PhD, RN, CHSE-A ,&nbsp;Shannon H. Ford PhD, APRN, CPNP-PC, CNE ,&nbsp;Laura Killam RN, MScN ,&nbsp;Hannah Altergott DNP, RN, CNE ,&nbsp;Stephanie Sims MSN, RN, CHSE","doi":"10.1016/j.ecns.2025.101735","DOIUrl":"10.1016/j.ecns.2025.101735","url":null,"abstract":"<div><h3>Background</h3><div>The Simulation Tool to Enhance Psychological Safety (STEPS) cube is a novel visual aid that has demonstrated it can foster a psychologically safer learning environment in simulation-based activities. This article details enhancements made to STEPS based on feedback from simulation educational experts.</div></div><div><h3>Method</h3><div>Eighty-one simulation educators completed a post-survey.</div></div><div><h3>Results</h3><div>Feedback was postive for STEPS' representation of psychological safety constructs.</div></div><div><h3>Conclusion</h3><div>Leveraging the expertise of simulation educators, the revised tool, STEPS 2.0, aims to add to the body of evidence to improve psychological safety in simulation-based learning environments</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101735"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088860","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":"Nursing presence—Teaching the art of nursing through the use of high-fidelity simulation: A descriptive observational study","authors":"Carol T. Kostovich PhD, RN, CHSE, ANEF ,&nbsp;Jeanne Van Denack MSN, RN","doi":"10.1016/j.ecns.2025.101733","DOIUrl":"10.1016/j.ecns.2025.101733","url":null,"abstract":"<div><h3>Background</h3><div>Nursing <em>presence</em> is the knowledge-based “doing for” while emotionally “being with” the patient. The American Association of Colleges of Nursing (2021) identifies <em>being present</em> as a competency necessary for the delivery of person-centered nursing care.</div></div><div><h3>Methods</h3><div><em>Presence</em> was taught to prelicensure nursing students. During high-fidelity simulations, students were given cues that opportunities to demonstrate <em>presence</em> behaviors to their patients existed.</div></div><div><h3>Results</h3><div>Using the Presence of Nursing Scale-RN Version as the codebook, faculty identified 92 occasions when students were <em>present</em> to their patients across 27 simulation scenarios.</div></div><div><h3>Conclusion</h3><div>When taught about <em>presence</em> and <em>presence</em> behaviors, prelicensure students were able to recognize and act upon opportunities to implement <em>presence</em> behaviors while participating in high-fidelity simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101733"},"PeriodicalIF":3.4,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072572","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":"Psychological safety and perspectives of standardized patients living with obesity","authors":"Tracy L. Oliver PhD, RDN, LDN ,&nbsp;Rebecca Shenkman MPH, RDN, LDN ,&nbsp;Lisa K. Diewald MS, RD, LDN ,&nbsp;Maggie Ahlfeld BSNc ,&nbsp;Gail E. Furman PhD, RN, CHSE ,&nbsp;Bette Mariani PhD, RN, ANEF, FAAN","doi":"10.1016/j.ecns.2025.101737","DOIUrl":"10.1016/j.ecns.2025.101737","url":null,"abstract":"<div><h3>Background</h3><div>Standardized patients (SP) are essential in simulation-based experiences (SBEs). Ensuring SPs' psychological safety is vital when participating in encounters that may activate negative or stigmatizing feelings. The purpose of this study was to harness insights of SPs specifically selected because of higher body weight, to understand the personal and professional experiences of SPs with obesity, and to inform and enhance obesity-related SBEs for nursing students.</div></div><div><h3>Methods</h3><div>Six SPs participated in weight bias intervention SBEs. Pre- and post-intervention focus groups were conducted, transcribed verbatim, and analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged: (a) Recalling weight bias experiences; (b) Balancing bias experiences with a desire to influence practitioners; (c) Benefiting others; and (d) Promoting individual and systemic changes.</div></div><div><h3>Conclusions</h3><div>SPs with obesity can contribute valuable perspectives, advancing best practices for weight bias SBE interventions. Following evidence-based guidelines, including debriefing opportunities, can promote a safer learning environment for SPs and students and, ultimately, safe, equitable patient care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101737"},"PeriodicalIF":3.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947189","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 virtual reality in training operating room nurses for robotic arm surgery","authors":"Yi-Hung Lai RN, MSN ,&nbsp;Mei-Yu Chang RN, MSN ,&nbsp;Mei-Rong Weng RN, MSN ,&nbsp;Pei-Ling Chiu RN, MSN ,&nbsp;Tsu-Yin Wu PhD, RN, FAAN ,&nbsp;Su-Chiu Wang RN, MSN","doi":"10.1016/j.ecns.2025.101728","DOIUrl":"10.1016/j.ecns.2025.101728","url":null,"abstract":"<div><h3>Background</h3><div>Operating room nurses for robotic arm surgery require comprehensive training to ensure their proficiency in operating high-tech equipment, ensuring patient safety, and effectively managing surgical processes. Virtual reality (VR) has proven benefits in nurse education in enhancing knowledge and complementing other simulation strategies, resulting in better quality and safety of clinical practice. However, despite the rapid advancement in VR-assisted teaching, little research has yet been focused on their application for nurse-training for robotic arm surgery.</div></div><div><h3>Purposes</h3><div>This study aimed to develop an experiential learning VR (EL-VR) training program as a supportive teaching and training tool based on VR technology for operating room nurses, focusing on Transoral Robotic Surgery (TORS), and to evaluate its effectiveness by comparing it with traditional practical training methods.</div></div><div><h3>Methods</h3><div>An experimental research design was used with a convenience sample of operating room nurses with less than two years of work experience at a medical center in central Taiwan. Nurses were randomly assigned to either the experimental or the control group. The experimental group took an hour long 'robotic surgery virtual reality' teaching course, followed by traditional practical training in the operating room. The control group received the traditional practical training in the operating room. After completing the training, both groups were evaluated in terms of teaching effectiveness based on measures including learning motivation, sense of presence, cognitive load, technology acceptance, and satisfaction with the learning approach.</div></div><div><h3>Results</h3><div>We studied a total of 82 nurse participants, with 41 in the VR group and 41 in the control group. We found significantly higher scores in the VR group compared with the control group in several areas, including learning motivation (4.94 ± 0.25 vs. 3.23 ± 0.94, <em>p</em> &lt; .001), sense of presence (4.37 ± 0.90 vs. 3.13 ± 0.70, <em>p</em> &lt; .001), perceived usefulness of the technology (4.66 ± 0.63 vs. 3.41 ± 0.95, <em>p</em> &lt; .001), perceived ease of use of the technology (4.72 ± 0.50 vs. 3.16 ± 0.83, <em>p</em> &lt; .001), and satisfaction with the learning approach (4.76 ± 0.55 vs. 3.26 ± 0.87, <em>p</em> &lt; .001). Conversely, the control group had significantly higher scores in cognitive load, specifically the mental load (3.84 ± 1.04 vs. 3.22 ± 2.34, <em>p</em> &lt; .007) and mental effort (4.09 ± 1.43 vs. 3.19 ± 2.37, <em>p</em> = .008).</div></div><div><h3>Conclusion</h3><div>VR assisted teaching significantly helped operating room nurses to become familiar with robotic arm equipment and surgical procedures, providing a more effective learning Experience.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101728"},"PeriodicalIF":3.4,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895043","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":"Implementation of virtual standardized patient psychotherapy simulations with psychiatric mental health nurse practitioner students","authors":"Anne L. Thatcher DNP","doi":"10.1016/j.ecns.2025.101730","DOIUrl":"10.1016/j.ecns.2025.101730","url":null,"abstract":"<div><h3>Background</h3><div>Psychiatric Mental Health Nurse Practitioners (PMHNP) are certified to conduct psychotherapy, yet many online and hybrid PMHNP educational programs struggle to teach this content in a virtual format. Standardized patient (SP) simulations are used in other mental health professional education programs, but little is known about this teaching method in PMHNP programs in a virtual format. With increasing needs for psychotherapists in the United States, PMHNPs skilled in psychotherapy could fill a needed provider gap.</div></div><div><h3>Method</h3><div>Using the Defined Criteria to Report Innovations in Education (DoCTRINE) reporting framework this article details the development, implementation, and preliminary evaluation of a PMHNP curriculum innovation adding virtual SP psychotherapy simulations to traditional didactic teaching methods and assesses changes in students’ knowledge, skills, and confidence.</div></div><div><h3>Results</h3><div>Results show educationally significant improvement in knowledge in 50% of modules, and to a greater extent, improvement in skills (66.7% of modules) and confidence (66.7% of modules).</div></div><div><h3>Conclusions</h3><div>Lessons learned, limitations, and future recommendations are detailed. The results of this evaluation indicate this is a promising new teaching methodology, and future more robust studies are warranted.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101730"},"PeriodicalIF":3.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886654","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":"Development and improvement of non-technical skills in interprofessional healthcare teams through simulation-based experiences: A systematic review","authors":"Patrik Pucer PhD,&nbsp;Kristina Martinović MSc, RN,&nbsp;Igor Karnjuš PhD, RN,&nbsp;Jakob Renko MSc, RN","doi":"10.1016/j.ecns.2025.101726","DOIUrl":"10.1016/j.ecns.2025.101726","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based experiences (SBE) are widely used for developing non-technical skills (NTS), but their application in interprofessional healthcare teams training remains underexplored.</div></div><div><h3>Aim</h3><div>The aim was to explore the development and improvement of NTS in interprofessional healthcare teams through SBE.</div></div><div><h3>Methods</h3><div>A systematic review of literature from 2013 to 2023 was conducted using PubMed, Web of Science, and EBSCOHost. The risk of bias was assessed with Critical Appraisal Skills Programme Checklists.</div></div><div><h3>Results</h3><div>A total of 22 studies were included. Among NTS categories, teamwork and co-operation was identified in all studies, situation awareness in 18, leadership and management in 16, and problem-solving and decision-making in 14. Healthcare teams were predominantly composed of medical doctors and nurses. Care of critically ill patient was addressed in 12 studies, operative care in six, and other fields in four. High-fidelity simulators were used in 15 studies.</div></div><div><h3>Conclusions</h3><div>SBE may effectively develop and improve NTS in interprofessional teams. There are opportunities to broaden its application across healthcare systems and expand its use into less explored fields involving diverse professions.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101726"},"PeriodicalIF":3.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878497","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":"Current state of simulation in advanced practice nursing programs: A survey in French-speaking countries","authors":"Sabrina Chevalier MSc ,&nbsp;Méryl Paquay PhD ,&nbsp;Alexandre Ghuysen PhD ,&nbsp;Samuel Stipulante PhD","doi":"10.1016/j.ecns.2025.101723","DOIUrl":"10.1016/j.ecns.2025.101723","url":null,"abstract":"<div><h3>Background</h3><div>In the French-speaking world, the role of advanced practice nurse (APN) has been evolving, with the establishment of numerous training programs. Simulation-based education plays a key role in APN training, yet no survey has assessed the specifics of its current use. This study aims to investigate the current state of simulation use in APN education in three French-speaking countries and compare these results with North American standards.</div></div><div><h3>Methods</h3><div>A descriptive survey was conducted, using a 32-item questionnaire, across APN programs in three French-speaking countries: Belgium, France and Canada. The survey covered general information, use of simulation, factors influencing simulation use and evaluation of simulation programs. The survey was distributed to APN training institutions via email.</div></div><div><h3>Results</h3><div>Responses were collected from 36 APN training centers across the three different French-speaking countries, with 93% of programs found to be incorporating simulation. Barriers included financial constraints and staffing shortages. Similarities and differences between French-speaking countries and North America were outlined.</div></div><div><h3>Conclusions</h3><div>This study highlights the integration of simulation in APN programs across three French-speaking countries, despite challenges such as limited resources. Telesimulation and interdisciplinarity simulation offer potential for future research. Comparisons with U.S. programs reveal similarities, indicating a global need to improve training for APN.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101723"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863526","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 effect of three different simulation methods used in urinary catheterization training","authors":"Ece Kurt RN, PhD ,&nbsp;Evşen Nazik RN, PhD ,&nbsp;Ayten Zaybak RN, PhD","doi":"10.1016/j.ecns.2025.101729","DOIUrl":"10.1016/j.ecns.2025.101729","url":null,"abstract":"<div><h3>Background</h3><div>This study was designed as a randomized study to determine the effects of three different simulation methods used in urinary catheterization training on nursing students' skills, satisfaction and self-confidence.</div></div><div><h3>Method</h3><div>The students were divided into three groups and each group experienced urinary catheterization with a different simulation method.</div></div><div><h3>Results</h3><div>Students' skill levels from the highest to lowest were determined as the virtual reality simulation group, task-trainer simulation group, high-fidelity simulation group and there was a statistically significant difference between their mean scores. It was determined that the students' satisfaction and self-confidence total score averages were similar in the virtual reality simulation group and the task-trainer simulation group, and were significantly higher than the high-fidelity simulation group.</div></div><div><h3>Conclusion</h3><div>The findings obtained from the research show that it is appropriate to use virtual reality simulation method and task-trainer simulation method in urinary catheter training of first-year nursing students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101729"},"PeriodicalIF":3.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863652","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}