Clinical Simulation in Nursing最新文献

{"title":"Effectiveness of interprofessional development of foundational lactation open education resources","authors":"Suzanne Hetzel Campbell PhD, RN, FCNEI, CCSNE, IBCLC ,&nbsp;Nicole Bernardes PhD, PT ,&nbsp;Thayanthini Tharmaratnam MSN, RN ,&nbsp;Melanie Willson RN, MPH ,&nbsp;Claudia Krebs MD, PhD, FAAA ,&nbsp;Kim Campbell RM, MN ,&nbsp;Marianne Brophy B. Comm, IBCLC ,&nbsp;George Oliveira Silva MSN, RN, PhD(c)","doi":"10.1016/j.ecns.2024.101603","DOIUrl":"10.1016/j.ecns.2024.101603","url":null,"abstract":"<div><p>The purpose of this manuscript is to share the interprofessional development of foundational lactation open education resources (OERs) for prebriefing prior to simulation. A team of health faculty, students, and practitioners developed five lactation modules with an Equity Diversity Inclusion (EDI) framework representing diverse families. Participants (n=1453) answered a survey at the end of the OER modules including a variety of healthcare professional faculty, students, practitioners, and parents. The process of development, effectiveness, and usability of these modules were used for prebriefing prior to teaching/learning opportunities. The findings from use of the five OERs provide descriptive data on the usefulness for interprofessional education and professional development. The creation of five OER lactation modules provide an equity and inclusion lens to model consistent approaches to support the needs of diverse families allowing interprofessional students to develop shared mental models and psychological safety prior to clinical experiences.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101603"},"PeriodicalIF":3.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000951/pdfft?md5=5d036dc7db1c88f2734b2c4479a1685a&pid=1-s2.0-S1876139924000951-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162955","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":"Hidden in plain sight: New partners for forensic nursing education","authors":"Linda Nancy Roney EdD, RN-BC, CPEN, CNE ,&nbsp;Amanda S. Harper-Leatherman PhD ,&nbsp;Susan B. Reynolds BSN, RN, MAHSM, CHSE ,&nbsp;Elizabeth Denby-Callahan MSN, RN, CHSE ,&nbsp;Pamela C. Paulmann MPH","doi":"10.1016/j.ecns.2024.101605","DOIUrl":"10.1016/j.ecns.2024.101605","url":null,"abstract":"<div><h3>Background</h3><p>Breaking disciplinary silos and increasing understanding for students has the potential to transform the future of healthcare, yet it can be challenging to develop interdisciplinary simulations.</p></div><div><h3>Methods</h3><p>While integrating the AACN Essentials into a new course about forensics in the healthcare setting, innovative simulation design helped undergraduate nursing and pre-health track science students demonstrate specific sub-competencies.</p></div><div><h3>Results</h3><p>The simulations resulted in self-reported increased student learning.</p></div><div><h3>Conclusion</h3><p>With simulation-based experiences in both healthcare and chemistry lab settings, nursing faculty and students, science faculty and students interested in health sciences, public safety, and counseling services are ubiquitous to institutions of higher learning that house nursing programs and are all great partners in designing simulations in the interdisciplinary forensic science field.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101605"},"PeriodicalIF":3.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162937","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 simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study","authors":"Hui-Man Huang","doi":"10.1016/j.ecns.2024.101601","DOIUrl":"10.1016/j.ecns.2024.101601","url":null,"abstract":"<div><h3>Background</h3><p>This study developed simulation-based augmented reality (AR) to enhance pediatric nursing and clinical reasoning competency among students in Taiwan.</p></div><div><h3>Methods</h3><p>A quasi-experimental repeated measures study was conducted with 45 participants. The pediatric nursing knowledge test and clinical reasoning scale (CRS) were evaluated three times: pre-test, post-test, and follow-up.</p></div><div><h3>Results</h3><p>Repeated measures ANOVA showed that pediatric nursing knowledge and CRS both had significant differences in the three time points. The highest-scoring CRS domain was 'awareness of clinical cues' and the lowest was 'conformation of clinical problems'.</p></div><div><h3>Conclusions</h3><p>Simulation-based AR is effective in improving students’ knowledge and clinical reasoning competency.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101601"},"PeriodicalIF":3.4,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000938/pdfft?md5=036f71ad0cfbfcc858cb84dd1977d0f7&pid=1-s2.0-S1876139924000938-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151819","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":"Changes in the self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students participating in a simulated patient simulation","authors":"Ann Marie Knecht Potter PhD, OTR/L,&nbsp;Morgan Dwyer MS,&nbsp;Melanie May MS,&nbsp;Cali Pawelski MS,&nbsp;Brooke Rossiter MS, OTR,&nbsp;Louise Keegan PhD, CCC-SLP, BC-ANCDS,&nbsp;Glynnis Jones OTD, OTR/L,&nbsp;Elise Colancecco PhD, RN","doi":"10.1016/j.ecns.2024.101602","DOIUrl":"10.1016/j.ecns.2024.101602","url":null,"abstract":"<div><h3>Background</h3><p>This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.</p></div><div><h3>Results</h3><p>Each discipline group demonstrated significant changes in perceived self-efficacy (<em>p</em> &lt; .001) and communication (<em>p</em> &lt; .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.</p></div><div><h3>Conclusion</h3><p>Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101602"},"PeriodicalIF":3.4,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151820","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 Houseless Simulation Exercise: An innovative educational approach to addressing houselessness interprofessionally using a virtual platform","authors":"Kimm Teruya MEd ,&nbsp;Lorrie Wong PhD, RN, CHSE-A ,&nbsp;Sheri Tokumaru PharmD ,&nbsp;Alexander Munro MFA, PhD ,&nbsp;Michele Bray DNP, RN, PHNA-BC ,&nbsp;Gary Glauberman PhD, RN, PHNA-BC, NHDP-BC ,&nbsp;Chad Kawakami PharmD ,&nbsp;Joanne R. Loos PhD ,&nbsp;Lisa Kehl MPH, MSW, LSW ,&nbsp;Robin G. Arndt MSW, LSW ,&nbsp;Rosa Waters MSW ,&nbsp;Siobhan Coad MSW ,&nbsp;Kamal Masaki MD","doi":"10.1016/j.ecns.2024.101600","DOIUrl":"10.1016/j.ecns.2024.101600","url":null,"abstract":"<div><h3>Background</h3><p>Houselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population.</p></div><div><h3>Methods</h3><p>The Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation.</p></div><div><h3>Results</h3><p>The HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals.</p></div><div><h3>Conclusion</h3><p>The HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101600"},"PeriodicalIF":3.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128735","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":"Utilizing co-design and research for authentic simulation development","authors":"Lisa McKenna RN PhD","doi":"10.1016/j.ecns.2024.101609","DOIUrl":"10.1016/j.ecns.2024.101609","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101609"},"PeriodicalIF":3.4,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098061","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":"Evaluation of simulation-based intervention for implicit bias mitigation: A response to systemic racism","authors":"Brittany Dahlen MSN, RN, CHSE, NPD-BC, CPN ,&nbsp;Rachael McGraw DNP, RN ,&nbsp;Samreen Vora MD, MHAM, FACEP, CHSE","doi":"10.1016/j.ecns.2024.101596","DOIUrl":"10.1016/j.ecns.2024.101596","url":null,"abstract":"<div><h3>Background</h3><p>Training health care professionals to mitigate implicit biases can reduce health inequities caused by racism. Implicit bias mitigation strategies (IBMS) have been shown to reduce biased behaviors. This study aimed to determine the impact of IBMS practice simulation on learners’ behaviors and family experience in one hospital unit.</p></div><div><h3>Methods</h3><p>This study used a quasi-experimental design in a large pediatric hospital. In total, 195 participants completed a simulation-based education intervention. Learners practiced IBMS with Simulated Participants. Participant perceptions were measured at four time points, and translational outcomes were collected using survey results and other outcomes.</p></div><div><h3>Results</h3><p>Situational judgment test results improved postintervention and at follow-up. Participants reported using IBMS skills at time points three and four. Internal and External Motivation Scale and family satisfaction scores remained unchanged. Family experience measures improved, showing decreases in security dispatch calls for perceived family escalation and in deny entries and behavioral contracts stratified by race.</p></div><div><h3>Conclusions</h3><p>Simulation can shift perspectives and behaviors. More research is needed on the impact of simulation-based interventions on IBMS skill development and translational outcomes.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"95 ","pages":"Article 101596"},"PeriodicalIF":3.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083194","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":"Stepping Up Psychosis: The Use of Virtual Reality in Pre-registration Mental Health Nursing Education","authors":"Christine M. Roberts MSc,&nbsp;Kate A. Hulme BA,&nbsp;Niall McCann BSc","doi":"10.1016/j.ecns.2024.101597","DOIUrl":"10.1016/j.ecns.2024.101597","url":null,"abstract":"<div><h3>Background</h3><p>There has been growing interest in the development of mental health-related simulation packages for pre-registration mental health nursing education. The authors will present the creation of a simulation package created for pre-registration mental health nurses during their final year.</p></div><div><h3>Method</h3><p>The simulated experience consisted of a five-minute Virtual Reality (VR) recording which shares the experience of living with symptoms of psychoses. The package, not only looked at the hearing of voices, but in addition enhances the user's experience by simulating visual perception and placing the student within a secluded environment. This was delivered to students in their final six months of the program.</p></div><div><h3>Results</h3><p>Students noted the increase in empathy for patients experiencing these symptoms and how it would enhance the care they gave.</p></div><div><h3>Conclusion</h3><p>The results of this innovation demonstrate how virtual reality (VR) could be used to standardize student nurses' education in the field of mental health.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101597"},"PeriodicalIF":3.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000896/pdfft?md5=f3a26071ded77ac2c01f4dd177de8a0d&pid=1-s2.0-S1876139924000896-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083639","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":"Using simulated patients to teach de-escalation during Registered Nurses' onboarding","authors":"Julie Poore DNP, RN, ANEF, CHSE-A ,&nbsp;Chassity L. Mays BSN, RN, CHSOS-A, CHSE ,&nbsp;Lisa McKibban MSN, RN ,&nbsp;Zannah Harbert MSN, RN ,&nbsp;Karen Schroedle BA, CHSE","doi":"10.1016/j.ecns.2024.101598","DOIUrl":"10.1016/j.ecns.2024.101598","url":null,"abstract":"<div><h3>Background</h3><p>Workplace violence and aggression toward healthcare professionals are concerning trends in the industry, with increasing incidents over the last decade. The COVID-19 pandemic put additional stress on health systems, healthcare workers, patients, and family members. These additional stressors resulted in increased aggressive behaviors. Education and training on de-escalation techniques is paramount to increased safety of health professionals and patients. Nursing education programs and hospital orientation programs often lack de-escalation training.</p></div><div><h3>Methods</h3><p>From January to October 2023, 102 nurses participated in a de-escalation simulation encounter. Quantitative and qualitative data was captured via Redcap survey. Facilitators tracked behaviors of the simulated patients and reactions of the nurses, in real-time, using a survey designed by the education team. Participants completed a post-survey which elicited information about prior de-escalation training and application of skills learned during the de-escalation simulation encounter to future practice.</p></div><div><h3>Results</h3><p>Sixty-five percent of new graduate nurses revealed that they had some form of de-escalation training most of which was provided through a lecture (36%) or online module (19%). Following participation in the simulation encounter, 98.5% of participants felt better prepared to manage an escalating patient/family member situation. Structured debriefings identified educational gaps regarding hospital resources, behavioral strategies for averting escalating incidents, methods for maintaining safety, and discreetly seeking assistance.</p></div><div><h3>Conclusion</h3><p>The simulated patient training offered participants an opportunity to apply de-escalation techniques in a safe environment. Targeted de-escalation training using simulated patients increased the authenticity and realism of the immersive experience and resulted in enhanced de-escalation skill development in new hire nurses.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101598"},"PeriodicalIF":3.4,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048810","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":"Navigating the Virtual Frontier: A Virtual Patient Simulation Pilot Study in Prelicensure Baccalaureate Nursing Education","authors":"Rhonda Williams DNP, RN, CNE ,&nbsp;Brenda Helmer DNP, APRN-CNS, PHCHS-BC ,&nbsp;Abbey Elliott DNP, RN, CEN, CHSE ,&nbsp;Donna Robinson DNP, APRN, FNP-BC ,&nbsp;Francisco A. Jimenez Ph.D., CHSE ,&nbsp;Mary E. Faragher MSN, FNP, APRN-BC","doi":"10.1016/j.ecns.2024.101589","DOIUrl":"10.1016/j.ecns.2024.101589","url":null,"abstract":"<div><h3>Background</h3><p>Clinical reasoning and effective communication are foundational to patient outcomes, and therefore, key concepts in nursing education. There is a growing body of evidence to support virtual patient simulation in nursing and other health professions, but to date none that focuses specifically on whether virtual simulation impacts clinical reasoning in on-campus baccalaureate nursing health assessment courses.</p></div><div><h3>Sample</h3><p>First semester prelicensure baccalaureate nursing students.</p></div><div><h3>Methods</h3><p>A quantitative, quasi-experimental design with a pre-test post-test methodology grounded in Experiential Learning Theory was used. The Student Performance Index score measured clinical reasoning and simulation software automatically calculated communication variables.</p></div><div><h3>Results</h3><p>In the sample of 19 students, a two-tailed paired samples <em>t</em>-test found statistically significant improved outcomes for most variables.</p></div><div><h3>Conclusion</h3><p>Virtual patient simulation positively impacts clinical reasoning and communication skills and is an appropriate pedagogical tool for nurse educators.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"94 ","pages":"Article 101589"},"PeriodicalIF":3.4,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044390","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}