Clinical Simulation in Nursing最新文献

{"title":"LGBTQIA+ care simulation: Examining participating nursing students’ attitudes and comfort","authors":"Grezelro Gonzales DNP, APN, FNP-C, CNE, CHSE ,&nbsp;Daniel Mead DNP, MSCE, CNN-NP, AGNP-C, CHSE, FNKF, GStat ,&nbsp;Karlis Butler BS, RRT, CHSOS ,&nbsp;Shannon Simonovich PhD, RN ,&nbsp;Cecilia Hardacker MSN, RN, CNL","doi":"10.1016/j.ecns.2025.101752","DOIUrl":"10.1016/j.ecns.2025.101752","url":null,"abstract":"<div><h3>Background</h3><div>The LGBTQIA+ communities face healthcare disparities which negatively contribute to overall health. Factors negatively affecting health outcomes include poor health-promoting behaviors or avoidance of care. This can be partially attributable to healthcare providers’ lack of knowledge, poor attitude towards, and low comfort levels with the care of patients identifying as LGBTQIA+. Outside of several studies on lecture style education, there are few studies outlining interventions impacting prelicensure nursing students’ attitude towards and comfort with LGBTQIA+ care. The purpose of this study was to create and evaluate the effect of a simulation-based education (SBE) on the attitude towards and comfort with prelicensure nursing students providing care to members of the transgender community.</div></div><div><h3>Sample</h3><div>Study sample was comprised of a convenience sample of prelicensure nursing students (n = 40) enrolled in a community health nursing didactic course.</div></div><div><h3>Method</h3><div>This study utilized a pretest-posttest, quasi-experimental design in which the participants rated their attitude and comfort towards care of the patient identifying as transgender before and after a SBE activity. A modified version of the Nursing Student’s Knowledge and Attitudes of LGBT Health Concerns (NKALH) survey was used to evaluate both attitude and comfort.</div></div><div><h3>Results</h3><div>There was a statistically significant improvement in participating students’ reported comfort and attitude levels after the SBE activity.</div></div><div><h3>Conclusion</h3><div>Master’s entry to nursing practice (MENP) students had improved comfort and attitudes towards transgender care. SBE activities focusing on LGBTQIA+ care can be integrated into prelicensure nursing curriculum to improve the nursing care of LGBTQIA+ communities.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101752"},"PeriodicalIF":3.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518767","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 impact of simulation-based education on conflict resolution and problem-solving skills in final year nursing students: A randomized controlled trial","authors":"Miray Aksu PhD, RN,&nbsp;Senem Duman MSc, RN,&nbsp;Tulay Basak PhD, RN","doi":"10.1016/j.ecns.2025.101757","DOIUrl":"10.1016/j.ecns.2025.101757","url":null,"abstract":"<div><h3>Background</h3><div>The dynamic nature of healthcare systems makes conflicts unavoidable, highlighting the need for effective conflict management to ensure individual and institutional success. This study evaluated the impact of simulation-based education on conflict management and problem-solving skills among final-year nursing students.</div></div><div><h3>Methods</h3><div>Using a randomized controlled, parallel group design, 77 volunteer students from a Turkish nursing facility participated. Data collection tools included the Conflict Activity Styles Inventory and the Problem-Solving Inventory. The intervention group engaged in simulation-based education, designed following The Healthcare Simulation Standards of Best Practice®. Statistical analyses were performed using SPSS 23 software.</div></div><div><h3>Results</h3><div>The results demonstrated significant improvements in the intervention group’s use of compromising and facilitating conflict styles and problem-solving dimensions like self-confidence and reflection. Correlation analyses indicated positive reinforcement through facilitating styles. Retention tests showed sustained benefits.</div></div><div><h3>Conclusion</h3><div>Simulation-based education, bridges the gap between theory and practice, fostering professional competence. Expanding its integration into nursing curricula and conducting follow-up studies in diverse contexts is recommended to enhance skill development and ensure sustainable outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101757"},"PeriodicalIF":3.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502362","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":"Comparing the effectiveness of immersive virtual simulation and high-fidelity simulations in mechanical ventilator nursing education: A randomized crossover design","authors":"Sunah Park","doi":"10.1016/j.ecns.2025.101769","DOIUrl":"10.1016/j.ecns.2025.101769","url":null,"abstract":"<div><h3>Background</h3><div>Virtual platforms offer an effective solution to replace or complement traditional training methods by facilitating flexible learning focused on knowledge and nursing practice.</div></div><div><h3>Methods</h3><div>A randomized, crossover design study was conducted to compare the effectiveness of immersive virtual simulation (IVS) and high-fidelity simulation (HFS) in mechanical ventilator nursing education. Thirty-two fourth-year nursing students in South Korea were randomly assigned to the Sequence 1 (IVS followed by HFS; <em>n</em> = 16) and 2 (HFS followed by IVS; <em>n</em> = 16) groups. Outcome measures included knowledge acquisition, confidence in nursing practice, learning engagement, learning satisfaction and self-confidence, and clinical learning environment perceptions.</div></div><div><h3>Results</h3><div>Knowledge acquisition showed no significant differences between IVS and HFS educational approaches. However, confidence in nursing practice increased significantly following IVS education compared to HFS education. Similarly, learning engagement, satisfaction, and self-confidence were significantly higher after IVS education than HFS education.</div></div><div><h3>Conclusions</h3><div>These findings suggest that IVS education for mechanical ventilator nursing education for nursing students can serve as an effective hands-on training methodology to enhance critical care nursing competency.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101769"},"PeriodicalIF":3.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502363","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":"Acceptance and effectiveness of high-fidelity simulation in nursing education: Application of the Technology Acceptance Model (TAM)","authors":"Nathalya Casallas-Hernández PhD ,&nbsp;Carlos A. Castillo-Daza MSc ,&nbsp;Viviana Astrid González-Guzmán MSc","doi":"10.1016/j.ecns.2025.101765","DOIUrl":"10.1016/j.ecns.2025.101765","url":null,"abstract":"<div><h3>Background</h3><div>High-fidelity simulation (HFS) is a cornerstone methodology in nursing education, enhancing clinical competence, patient safety, and decision-making skills.</div></div><div><h3>Aim</h3><div>To evaluate nursing students’ acceptance and perceived effectiveness of HFS at a private university in Colombia, applying the Technology Acceptance Model (TAM).</div></div><div><h3>Method</h3><div>A descriptive cross-sectional study was conducted with 115 nursing students using the TAM questionnaire. Data were analyzed through descriptive statistics and confirmatory factor analysis in RStudio. Methodological rigor was ensured by adhering to STROBE guidelines.</div></div><div><h3>Findings</h3><div>Students reported high perceived usefulness (median = 4.8) and ease of use (median = 4.2). Strong correlations were observed between attitude (r = 0.67) and intention to use (r = 0.69), particularly among advanced-semester students. Acceptance increased with greater exposure to complex simulations.</div></div><div><h3>Discussion</h3><div>The findings validate the applicability of the TAM in this context and underscore the influence of familiarity and perceived usefulness in shaping positive attitudes toward HFS.</div></div><div><h3>Conclusion</h3><div>HFS is well-accepted by nursing students and should be progressively integrated into the curriculum, beginning in early semesters, supported by institutional infrastructure and faculty preparedness.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101765"},"PeriodicalIF":3.4,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144491256","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":"Congratulations to our 2024 Articles of the Year winners","authors":"Lisa McKenna RN, PhD, FACN, FANZAHPE","doi":"10.1016/j.ecns.2025.101763","DOIUrl":"10.1016/j.ecns.2025.101763","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101763"},"PeriodicalIF":3.4,"publicationDate":"2025-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366226","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":"Team building and communication: “Sim Wars” game-based learning and peer-to-peer mentoring","authors":"Nicole A. Gonzaga Gomez DNP, CRNA, APRN, CHSE, FAANA ,&nbsp;Shayne D. Hauglum PhD, CRNA ,&nbsp;Greta Mitzova-Vladinov DNP, CRNA, APRN, CHSE, FAANA ,&nbsp;Daniel Acevedo MSN, CRNA ,&nbsp;Andres F. Ocampo-Salazar MD","doi":"10.1016/j.ecns.2025.101761","DOIUrl":"10.1016/j.ecns.2025.101761","url":null,"abstract":"<div><h3>Background</h3><div>Poor communication and teamwork during perioperative emergencies have been linked with untoward outcomes. Healthcare professionals are required to work in teams, yet they rarely train in teams; however, many graduate healthcare programs recognize simulation-based education’s value. Students’ participation in simulated scenarios with game-based learning prepares them for challenges encountered professionally.</div></div><div><h3>Methods</h3><div>This pilot study examined the impact simulation has on individual and team dynamics utilizing a “<em>Sim Wars</em>”—a peer-to-peer simulation competition where teams of doctoral nurse anesthesia students competed in simulated obstetric and pediatric anesthesia scenarios.</div></div><div><h3>Results</h3><div>Sixty-six doctoral nurse anesthesia students participated and completed all pre- and postsimulation surveys. After each round of the competition, a total of 106 completed surveys were collected. Presimulation outcomes indicated positive correlations toward learning, team-building, and peer-to-peer learning. Postsimulation, students found the experience helpful in communication, and interprofessional team interactions in preparation for clinical practice.</div></div><div><h3>Conclusion</h3><div>Students were satisfied with game-based learning and essential to professional preparation. Simulation experiences with game-based learning enhanced interprofessional communication and team-building skills. Further research in game-based learning in simulation-based education is recommended.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101761"},"PeriodicalIF":3.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314096","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":"Use of simulation-based education to improve wound care practice amongst registered and nursing students: An integrative review","authors":"Sharon MacLean RM, RN, PhD,&nbsp;Fiona Geddes PhD,&nbsp;Keryln Carville RN, PhD","doi":"10.1016/j.ecns.2025.101758","DOIUrl":"10.1016/j.ecns.2025.101758","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students (NS) and Registered Nurses (RN) often face challenges in wound management due to limited specialized knowledge. Simulation-based education (SBE) has emerged as a solution to bridge gaps in clinical practice. This review examines the role of SBE in developing wound care skills, focusing on its utilization, methods used to evaluate efficacy, and alignment with Healthcare Simulation Standards of Best Practice® (INACSL Standards Committee, 2021).</div></div><div><h3>Methods</h3><div>Seventeen studies (2014-2024) were reviewed, exploring various SBE modalities in wound care education, including mannequins, task trainers, simulated participants, and virtual/augmented reality. These studies evaluated the impact on nursing students and registered nurses' wound care knowledge, skills, and decision-making.</div></div><div><h3>Results</h3><div>The review found that both qualitative and quantitative methodologies are being used to evaluate the impact of SBE to improve theoretical knowledge and practical skills in wound care. While methodological issues were identified in the reviewed studies, simulation-based training was found to enhance clinical skills and the application of wound care principles. Issues including study design, the use of unvalidated assessment tools, and standardizing simulated participant (SP) recruitment and training procedures were identified.</div></div><div><h3>Conclusion</h3><div>Simulation-based education is a valuable strategy for enhancing wound care education in both student and registered nurses by supporting the development of clinical skills. Simulated participants create realistic, patient-focused scenarios that allow learners to practice clinical reasoning and decision-making in a safe, controlled environment. However, greater methodological rigor is needed to improve the reliability of findings and to better evaluate the true impact of SBE in the context of wound care education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101758"},"PeriodicalIF":3.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314095","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 impact of simulated participant simulation on enhancing mental health knowledge, skills and attributes in Diploma of Nursing students","authors":"Karen Hall PhD ,&nbsp;Debra Kiegaldie PhD ,&nbsp;Jason Skues PhD","doi":"10.1016/j.ecns.2025.101755","DOIUrl":"10.1016/j.ecns.2025.101755","url":null,"abstract":"<div><h3>Background</h3><div>To better meet the mental health training needs of Australian Diploma of Nursing students, it is essential to transition from the current competency-based teaching approach to a more holistic, integrated method using Simulated Participant simulation-based learning.</div></div><div><h3>Methods</h3><div>An embedded mixed methods design with multiple case studies was employed. Ten students enrolled in a mental health nursing unit of a diploma of nursing course completed surveys, which included the adapted Health Communication Assessment Tool and the Lasater Clinical Judgment Rubric, both before and after a simulated participant intervention and clinical placement. Students also completed the Student Satisfaction and Self-confidence in Learning scale and participated in an individual interview following the simulation intervention. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through inductive thematic and interpretative phenomenological analysis.</div></div><div><h3>Results</h3><div>The findings of this research revealed that Simulated Participant simulation demonstrated an increase in self-reported knowledge, skills and attributes necessary for working effectively with mental health consumers. Additionally, students felt better prepared for a mental health placement.</div></div><div><h3>Conclusion</h3><div>Simulation-based education using Simulated Participant methodology was shown to enhance self-reported knowledge, communication skills, clinical reasoning, confidence, and empathy. This educational approach could potentially address the gaps in the current Diploma of Nursing course, resulting in more proficient and effective nursing care for mental health consumers.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101755"},"PeriodicalIF":3.4,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298051","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 high fidelity simulation to mitigate workplace violence and incivility","authors":"Caroline Ferzoco MSN, RN, CCRN ,&nbsp;Kathleen Ryan Avery MSN, RN, CCRN ,&nbsp;Barbara E. Lakatos DNP, PMHCNS-BC, APRN ,&nbsp;Christine Murphy MS, PMHCNS-BC, CARN-AP ,&nbsp;Mary “Maggie” Ryan MS, RN, CHSE ,&nbsp;Pamela Brown Linzer PhD, RN, CPHQ, NEA-BC ,&nbsp;Mary Pennington MS, RN, SCRN ,&nbsp;Kimberly Leger MSN, RN, NE-BC","doi":"10.1016/j.ecns.2025.101762","DOIUrl":"10.1016/j.ecns.2025.101762","url":null,"abstract":"<div><h3>Background</h3><div>Workplace violence (WPV) significantly impacts the nursing workforce. Effective mitigation efforts can enhance safety through early recognition, de-escalation, improved reporting, and support of nurse wellbeing.</div></div><div><h3>Methods</h3><div>A simulation-based WPV program was developed focusing on defining WPV, outlining use of mitigation strategies and highlighting available staff resources within a trauma-informed framework. Simulation utilizing standardized patients enhanced the patient to staff and staff to staff scenarios.</div></div><div><h3>Results</h3><div>Increased reporting of WPV incidents and key learning takeaways were noted post-implementation. Overall, there was a 100% increase in SAFE Response activations from the pre-intervention to post-intervention period with the night shift having the most profound increase. Professional conduct safety reports from nurses increased by 14%.</div></div><div><h3>Conclusions</h3><div>A simulation-based program is an effective and innovative method for providing WPV mitigation training to staff and can be adapted to meet the needs of various healthcare organizations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101762"},"PeriodicalIF":3.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298052","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 in situ simulation for knowledge of mental health emergencies, aggression minimization skills, and perceived self-confidence among undergraduate nursing students in Oman: A quantitative study","authors":"Khalood Al-abri PhD ,&nbsp;Judie Arulappan PhD ,&nbsp;Divya Kuzhivilayil Yesodharan MSN ,&nbsp;Erna Judith Roach PhD ,&nbsp;Rasha Abubaker MSN ,&nbsp;Mohammed Ghalib Qutishat MSN","doi":"10.1016/j.ecns.2025.101756","DOIUrl":"10.1016/j.ecns.2025.101756","url":null,"abstract":"<div><h3>Background</h3><div>In situ simulation (ISS) is a promising approach for realistic, team-based training in clinical environments, yet its effectiveness for undergraduate nursing students in psychiatric emergency settings remains underexplored. This study evaluated the impact of an ISS training program on students’ knowledge of psychiatric emergencies, aggression minimization skills, and self-confidence, as well as factors influencing training outcomes.</div></div><div><h3>Methods</h3><div>Ninety-one undergraduate nursing students completed a two-day aggression management simulation training program. Data were collected using three instruments. Pre- and post-training scores were compared using the Wilcoxon signed-rank test, and multivariate analysis assessed factors influencing training outcomes.</div></div><div><h3>Results</h3><div>Significant pre-post improvements were observed in knowledge, aggression minimization skills, and confidence (<em>p</em> &lt; .001). Students with lower baseline scores demonstrated greater gains.</div></div><div><h3>Conclusion</h3><div>ISS training significantly enhances nursing students’ competencies in managing psychiatric emergencies. Tailored strategies addressing diverse baseline capabilities are essential. The integration of ISS programs into nursing curricula is recommended to strengthen professional preparedness.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101756"},"PeriodicalIF":3.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298050","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}