Clinical Simulation in Nursing最新文献

{"title":"Use of the Anesthetists’ Non-technical Skills (ANTS) Framework with screen-based simulation for nurse anesthetists","authors":"Winifred Hwang DNP, CRNA, Staff CRNA ,&nbsp;Jeffrey A. Groom PhD., CRNA, FSSH ,&nbsp;Suzan Kardong-Edgren PhD, RN, ANEF, CHSE, FSSH, FAAN ,&nbsp;Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN","doi":"10.1016/j.ecns.2024.101641","DOIUrl":"10.1016/j.ecns.2024.101641","url":null,"abstract":"<div><h3>Background</h3><div>Non-technical skills (NTS) include situational awareness, teamwork, decision making, and leadership. Intraoperative errors and adverse patient outcomes are associated with providers lacking NTS. Screen-based simulation (SBS) can be used to teach NTS.</div></div><div><h3>Methods</h3><div>Using Kane's validity framework, the validity of a multiplayer SBS versus manikin-based simulation (MBS) as a platform for NTS education and assessment of Certified Registered Nurse Anesthetists (CRNA) using the Anesthetist's NTS (ANTS) Framework was examined. Scripted scenarios were recorded in a commercial platform for SBS and mirrored in a MBS. Expert panelists completed the SBS scenario, and rated performances, SBS fidelity, and platform utility.</div></div><div><h3>Results</h3><div>Expert panelists agreed the scenario was relevant to CRNA practice, ANTS was an appropriate assessment tool with SBS, and the SBS platform was appropriate for CE activities yet inappropriate for high-stakes assessments. Kane's extrapolation inference was supported, while scoring, generalization, and implication inferences require further investigation.</div></div><div><h3>Conclusions</h3><div>The evaluated SBS platform and scenario could be used to teach CRNAs NTS, yet the use of SBS for high-stakes assessments requires further validation.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101641"},"PeriodicalIF":3.4,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571458","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":"Clinical judgment, person-centered care and professionalism: A transmodal ordered network analysis of student performance in virtual patient simulations","authors":"Mamta Shah PhD ,&nbsp;Amanda Davis PhD ,&nbsp;Muhammad H. Ashiq ,&nbsp;Yeyu Wang MS ,&nbsp;Brendan Eagan PhD ,&nbsp;Francisco Jimenez PhD ,&nbsp;Cheryl L. Wilson DNP ,&nbsp;David Williamson Shaffer PhD","doi":"10.1016/j.ecns.2024.101622","DOIUrl":"10.1016/j.ecns.2024.101622","url":null,"abstract":"<div><h3>Background</h3><div>Few studies have connected nursing students’ performance in simulations to clinical competencies exemplified in The Essentials and the NCJMM. This retrospective study examined the effectiveness of screen-based virtual patient simulations (VPS) in facilitating ten undergraduate prelicensure students’ practice of clinical judgment, person-centered care, and professionalism.</div></div><div><h3>Methods</h3><div>Multimodal transcripts capturing patient interactions, exam actions, and documentation in a gerontology and mental health scenario were analyzed using Transmodal Ordered Network Analysis (T/ONA). We examined the strength and order of connections students made to recognizing cues, analyzing cues, diagnosing and prioritizing hypotheses, generating solutions, evaluating outcomes, subjective assessment, therapeutic communication, and care-management and coordination.</div></div><div><h3>Findings</h3><div>Both scenarios afforded opportunities for students to gather comprehensive data and make evidence-based and patient-centered care decisions. However, students’ patterns of connection making were significantly different for virtual patients who presented palliative care versus mental health care needs.</div></div><div><h3>Conclusion</h3><div>The assurance for nursing students’ practice readiness can be realized through careful implementation of diverse assignment types and scenarios in VPS. T/ONA provides a novel and systematic approach for studying student behaviors in simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101622"},"PeriodicalIF":3.4,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571459","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":"2024 to 2027 Research Priorities continue to mirror INACSL's core values","authors":"Kelly L. Rossler PhD, RN, CHSE, CNE,&nbsp;Denise Campbell DNP, APRN, ACNS-BC-CEN, CHSE-A","doi":"10.1016/j.ecns.2024.101650","DOIUrl":"10.1016/j.ecns.2024.101650","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"96 ","pages":"Article 101650"},"PeriodicalIF":3.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587213","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":"Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study","authors":"Brittany A. Brennan PhD, RN, CHSE, CNE,&nbsp;Wayne Hintz MSN, RN,&nbsp;Renee’ Zacher MSN, RN","doi":"10.1016/j.ecns.2024.101634","DOIUrl":"10.1016/j.ecns.2024.101634","url":null,"abstract":"<div><h3>Background</h3><div>Prebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data.</div></div><div><h3>Results</h3><div>Twenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings.</div></div><div><h3>Conclusions</h3><div>Findings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101634"},"PeriodicalIF":3.4,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552042","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":"Rapid cycle deliberate practice for an ECMO emergency simulation training for nurses: A quasi-experimental study","authors":"Bakker Gabriela Barcellos MSc, RN ,&nbsp;Campos Juliana Faria PhD, RN ,&nbsp;Oliveira Hudson Carmo PhD, RN ,&nbsp;Busquet Ferreira Luciana Lopes MSc,RN ,&nbsp;Reis Luciana MSc, RN ,&nbsp;Santos Pires Paula Rodrigues MSc, RN","doi":"10.1016/j.ecns.2024.101630","DOIUrl":"10.1016/j.ecns.2024.101630","url":null,"abstract":"<div><h3>Background</h3><div>The air entering the ECMO circuit is considered a mechanical emergency with a high mortality rate. Team training for nurses is necessary to handle these emergencies.</div></div><div><h3>Method</h3><div>Quasi-experimental pre- and post-intervention study. Data were collected from October 2021 to February 2022 at a hospital in Rio de Janeiro, Brazil. The intervention was the Rapid Cycle Deliberate Practice simulation training. The analysis included comparing performance between pre and post-test, time to action, and satisfaction and self-confidence. Inferential statistics and intervention effect size were calculated.</div></div><div><h3>Results</h3><div>28 nurses participated in the research. Performance scores increased by 44.1% in the post-test, with an average reduction of 3.54 minutes in time spent on actions (<em>p</em> &lt; .0001). The effect size of the intervention was high, and participants were satisfied and self-confident.</div></div><div><h3>Conclusion</h3><div>RCDP can be applied as a simulation strategy for training in the management of an arterial air ECMO emergency, with improved participant performance.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101630"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552038","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 two online learning activities addressing interprofessional approach on health science students’ attitudes towards teamwork","authors":"Derya Uzelli RN, PhD ,&nbsp;Esra Akın RN, PhD ,&nbsp;Derya Özer Kaya PT, PhD ,&nbsp;Gülşah Kaner Tohtak ND, PhD ,&nbsp;Bumin Nuri Dündar MD ,&nbsp;Duygu Yıldırım RN, PhD ,&nbsp;Gamze Çalık ND, MSc ,&nbsp;Merve Keskin PT, MSc","doi":"10.1016/j.ecns.2024.101638","DOIUrl":"10.1016/j.ecns.2024.101638","url":null,"abstract":"<div><h3>Background</h3><div>Physical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online learning for many health sciences educators. This study was conducted to compare the effects of two online learning activities addressing interprofessional teamwork on health science students’ attitudes towards teamwork.</div></div><div><h3>Methods</h3><div>This study was designed as a randomized quasi-experimental study. The nursing (<em>n</em> = 30), physiotherapy and rehabilitation (<em>n</em> = 30), and nutrition-dietetics (<em>n</em> = 30) students were assigned to either online standardized patient simulation (<em>n</em> = 45) or online case analysis (<em>n</em> = 45) groups. Students’ attitudes towards interprofessional teamwork were collected pre- and post-test evaluation using the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ).</div></div><div><h3>Results</h3><div>No significant differences were found between T-TAQ mean scores prior the intervention (<em>p</em> &gt; .05). However, following the intervention, whilst the T-TAQ mean scores were not found to be statistically significant between the two groups (<em>p</em> &gt; .05), the students’ pretest and posttest T-TAQ mean scores did show a statistically significant difference (<em>p</em> &lt; .05).</div></div><div><h3>Conclusion</h3><div>We found online learning activities to be a successful alternative to physical interprofesional education activities and a worthwhile opportunity to develop health science students to interprofesional teamwork.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101638"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552040","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 immersive virtual reality simulation–based maternity nursing education: A randomized controlled trial","authors":"Sookyung Jeong PhD ,&nbsp;Chiyoung Cha PhD","doi":"10.1016/j.ecns.2024.101631","DOIUrl":"10.1016/j.ecns.2024.101631","url":null,"abstract":"<div><h3>Background</h3><div>We investigated the impact of an immersive virtual reality (IVR)-based scenario simulation education program as an alternative to traditional maternity nursing practicums.</div></div><div><h3>Method</h3><div>A simulation maternity nursing class at Wonkwang University in South Korea was conducted with 59 junior nursing students (experimental group = 30, control group = 29). This randomized controlled trial evaluated the effects of the IVR simulation on students’ knowledge, satisfaction, self-efficacy, and confidence in delivering nursing care. We conducted data collection from September 2021 to February 2022. SPSS version 25.0 was used for data analysis.</div></div><div><h3>Results</h3><div>Both groups’ most common previous-semester grade was B, followed by A and C. In the experimental group, 17 participants reported high or very high satisfaction, and 12 in the control group reported high satisfaction. The groups showed significant differences in knowledge (<em>p</em> = .024), satisfaction (<em>p</em> &lt; .001), self-efficacy (<em>p</em> = .018), and confidence (<em>p</em> &lt; .001) in normal vaginal delivery nursing care<em>.</em></div></div><div><h3>Conclusions</h3><div>Compared to traditional simulation, IVR simulation can enhance maternity nursing students’ knowledge, satisfaction, self-efficacy, and confidence.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101631"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552039","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":"Scenario-based simulation training, occupational burnout and psychological capital in hospital-based nursing instructors: A cross-sectional study","authors":"Bingbing Li ,&nbsp;Jiabao Ju ,&nbsp;Xiaohong Sun ,&nbsp;Jinyu Guo ,&nbsp;Chao Gao ,&nbsp;Sanli Jin ,&nbsp;Yan Zhang","doi":"10.1016/j.ecns.2024.101615","DOIUrl":"10.1016/j.ecns.2024.101615","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to scrutinize the extent of engagement in the implementation of scenario-based simulation training within hospital settings and the status of occupational burnout and psychological capital among nursing instructors.</div></div><div><h3>Methods</h3><div>This research spanned from August 2022 to June 2023. A total of 172 nursing instructors from 67 hospitals participated in an electronic survey, which included knowledge, attitudes, and practices questionnaires related to scenario-based simulation training, the Maslach burnout inventory-general survey for assessing occupational burnout, and the 24-item Psychological Capital Questionnaire.</div></div><div><h3>Results</h3><div>The findings revealed that the average scores for knowledge and attitude in scenario-based simulation training among the 172 nursing instructors were (54.85 ± 13.26) and (76.55 ± 28.82), respectively. Out of these, 105 instructors (61.0%) have engaged in scenario-based simulation training, with an average practice score of (64.0 ± 25.4). Psychological capital emerged as a significant influencing factor on the attitudes and practices of nursing instructors in scenario-based simulation training (<em>p</em> = .046, <em>p</em> = .004, respectively). Positive correlations were observed between knowledge, attitude, and practice, while a positive association was noted between occupational burnout and psychological capital.</div></div><div><h3>Conclusion</h3><div>Nursing instructors exhibited a relatively low proficiency in knowledge acquisition, positive attitudinal disposition, and inadequacy in engagement concerning scenario-based simulation training. The study advocated for the augmentation of standardized training programs tailored specifically for nursing instructors in scenario-based simulation training. Additionally, the study underscored the importance of prioritizing interventions that could enhance the psychological capital of nursing instructors as a pivotal strategy to ameliorate the overall quality of simulation training.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101615"},"PeriodicalIF":3.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552041","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":"Efficacy of simulation over live clinical rotations in nurse practitioner prenatal education: A retrospective cohort study","authors":"Diana I.G. Lithgow PhD, DNP, RN, FNP-BC, FAANP ,&nbsp;Georgia Mueller Luckey PhD, MS ,&nbsp;Khoa Dang DNP, APRN-CNP, FNP-C","doi":"10.1016/j.ecns.2024.101640","DOIUrl":"10.1016/j.ecns.2024.101640","url":null,"abstract":"<div><h3>Background</h3><div>Clinical simulations are often perceived by faculty as a substitute in the absence of live rotations in healthcare training, rather than the primary medium. This study aimed to evaluate efficacy of prenatal simulations by comparing prenatal exam outcomes when students experienced live prenatal clinicals to competency exam outcomes when students experienced simulation prenatal clinical only.</div></div><div><h3>Method</h3><div>A retrospective cohort study was used to examine data collected before and after simulation-based training that substituted for live clinical training with Family Nurse Practitioner (FNP) students. Data was collected from FNP nursing student scores on a predictor national certification exam in the prenatal category between 2015 and 2022 (4 years prior to and 4 years during simulation clinicals).</div></div><div><h3>Results</h3><div>During live clinical rotations, the average Prenatal Score was 66.4, and during simulation clinicals, the average Prenatal Score increased to 78.2. There was a significant difference in the average Prenatal Scores (<em>p</em> &lt; .0001).</div></div><div><h3>Conclusions</h3><div>Case-based simulation experiences in prenatal clinical training improved student scores in the prenatal category within the predictor national certification exam taken by FNP students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101640"},"PeriodicalIF":3.4,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142538556","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":"Operationalizing the Healthcare Simulation Standards of Best Practice (HSSOBPTM) to avoid training scars: An interprofessional exemplar","authors":"Loretta Aller PhD, RN, CHSE ,&nbsp;Ashley E. Franklin PhD, RN, CNE, CHSE-A ,&nbsp;Cynthia E. Johnson PhD, RN, CHSE ,&nbsp;Paulo Gonzalez MA, EMT-B ,&nbsp;Gina Nix LP","doi":"10.1016/j.ecns.2024.101628","DOIUrl":"10.1016/j.ecns.2024.101628","url":null,"abstract":"<div><div>Training scars represent residual performance habits and psychological damage when facilitators or peers fail to help learners improve during training. Originally recognized by emergency response professionals, training scars negatively influence providers’ mental health, workforce attrition, patient safety, and the future of our professions. Simulation facilitators need to be mindful that learners experience training scars, particularly when patient safety events occur in simulation without enough debriefing or expert facilitation to unpack associated emotions. The purpose of this conceptual paper is to raise awareness of training scars across disciplines and to tell the story of how expert facilitation can prevent training scars after patient safety events. An interprofessional exemplar is presented with recommendations for operationalizing the Healthcare Simulation Standards of Best Practice^TM (HSSOBP^TM) to avoid simulation training scars.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"97 ","pages":"Article 101628"},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532647","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}