Clinical Simulation in Nursing最新文献

{"title":"Formulating Optimal Manuscript Keywords and Abstracts","authors":"Lisa McKenna RN, PhD, FACN, FANZAHPE","doi":"10.1016/j.ecns.2024.101546","DOIUrl":"10.1016/j.ecns.2024.101546","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140767747","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":"Bringing Next Generation NCLEX-RN Case Studies to Life through Simulation: Enhancing Prelicensure Nursing Students’ Clinical Judgment","authors":"Logan J. Camp-Spivey PhD, MSN, RN, CHSE,&nbsp;Ryan P. Crawford PhD, RN, CNE,&nbsp;Vera Bratnichenko MSN, RN","doi":"10.1016/j.ecns.2024.101535","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101535","url":null,"abstract":"<div><h3>Background</h3><p>The National Council of State Boards of Nursing incorporated the Clinical Judgment Measurement Model (NCJMM) as an evidence-based framework for evaluating clinical judgment. Nursing faculty are utilizing the NCJMM to prepare students for the Next Generation NCLEX-RN (NGN). This article describes the development and implementation of an innovative NGN case study simulation.</p></div><div><h3>Methods</h3><p>During prebriefing, students reviewed learning objectives and patient information. Students answered NGN case study questions during simulation. Debriefing allowed for reflection and feedback.</p></div><div><h3>Results</h3><p>Faculty stated that the NGN case study simulation allowed them to view clinical judgment in action. Students self-reported their feelings on the simulation using the Simulation Effectiveness Tool – Modified. Students (N = 97) strongly agreed that they felt prebriefing was beneficial (93.8%), simulation empowered decision-making (74.2%), and debriefing improved clinical judgment (96.9%). Student comments shared themes of deeper understanding of course content and improved application of knowledge.</p></div><div><h3>Conclusion</h3><p>The use of a novel NGN case study simulation can positively impact students’ abilities to apply clinical judgment to patient care and make connections between classroom and clinical content.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815915","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":"A Follow-Up Study on the Clinical Impact of Pre-Registration Extended Immersive Ward-Based Simulation","authors":"Hugh Davies PhD, MHM, PG Dip, B Nurs, RN ,&nbsp;Sue Robertson RN, MEd ,&nbsp;Deb Sundin PhD, BN(Hons), RN ,&nbsp;Elisabeth Jacob PhD, MEd, RN","doi":"10.1016/j.ecns.2024.101540","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101540","url":null,"abstract":"<div><h3>Aim</h3><p>To explore how extended immersive ward-based simulation influenced graduate nurses’ experiences six-months post-registration.</p></div><div><h3>Background</h3><p>Graduates of nursing training programs are expected to enter the workforce meeting the role of a registered nurse. Extended immersive ward-based simulation has been adopted by nurse educators as a means of easing the transition to professional practice. To what degree transfer of learning occurs from these experiences is yet to be determined.</p></div><div><h3>Design</h3><p>A qualitative descriptive design was used to conduct a series of face-to-face focus groups.</p></div><div><h3>Methods</h3><p>Participants were nine former students who had participated in a series of ward-based simulation workshops before graduating. A semi-structured interview process explored participants’ transition experiences.</p></div><div><h3>Results</h3><p>Past simulation experiences were used as a base for practice in areas of teamwork, communication, conflict, and time management. Simulations were used as a point of reference and built confidence for transition to practice.</p></div><div><h3>Conclusions</h3><p>Transition to professional practice was supported by simulated experiences. Transfer of learning was demonstrated among participants.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187613992400032X/pdfft?md5=48c2fd9efe6ca891c5e05dc0bc895061&pid=1-s2.0-S187613992400032X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813659","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":"Practical Suggestions to Align with Standards: Findings from Endorsement Reviewers","authors":"Margaret Verkuyl NP:PHC, MN, CCSNE ,&nbsp;Gail E. Furman PhD, RN, CHSE-A ,&nbsp;Nadine Costandine MSN, RN, CHSE","doi":"10.1016/j.ecns.2024.101531","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101531","url":null,"abstract":"<div><p>The purpose of endorsement through International Nursing Association for Clinical Simulation and Learning is to demonstrate application of the Healthcare Simulation Standards of Best Practice^TM. Endorsement of simulation centers/programs began in 2022 through the International Nursing Association for Clinical Simulation and Learning. Since inception, the International Nursing Association for Clinical Simulation and Learning Healthcare Simulation Standards Endorsement program has endorsed 32 educational simulation programs and 2 hospital-based simulation programs. All applications are reviewed by a team of simulationists who have gone through the reviewer training. While completing these reviews, the authors identified common areas in which applicants did not meet or only partially met Healthcare Simulation Standards criteria. This paper provides some practical suggestions for meeting specific criteria. We anticipate that the insights shared in this paper could be used by simulation center staff to improve their adherence to and application of the standards.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140807462","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":"Fostering Clinical Readiness: Integrating Trauma-Informed Care into Nursing Simulation","authors":"Nancy Alise Farrell PhD, RN, CPN,&nbsp;Andrea Sebastian DNP, APRN, CPNP-AC/PC, AFN-C, SANE-P","doi":"10.1016/j.ecns.2024.101537","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101537","url":null,"abstract":"<div><h3>Background</h3><p>The rise of cases of abuse and complex patient interactions in the pediatric inpatient setting challenge the affective and critical thinking of the undergraduate nursing student.</p></div><div><h3>Method</h3><p>Undergraduate students participated in simulations to prepare them for entry into clinical. The students participated in simulation cases with evidence-based guidelines for debriefing. Reflective statements were analyzed after the event and completion of the clinical rotation.</p></div><div><h3>Results</h3><p>The comments reflected the positive impact of the event as it prepared them for clinical and complex interactions.</p></div><div><h3>Conclusion</h3><p>The use of simulation positively impacts and prepares students for the challenges in pediatric clinical.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638247","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":"Advancing Virtual Simulation in Education: Administrators' Experiences","authors":"Margaret Verkuyl NP:PHC, MN, CCSNE ,&nbsp;Nicole Harder RN, PhD, CHSE, CCSNE ,&nbsp;Theresa Southam PhD ,&nbsp;Mélanie Lavoie-Tremblay RN, PhD ,&nbsp;Wendy Ellis PhD, RN ,&nbsp;Debbie Kahler RN, MEd ,&nbsp;Lynda Atack RN, PhD","doi":"10.1016/j.ecns.2024.101533","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101533","url":null,"abstract":"<div><h3>Background</h3><p>Higher education healthcare administrators are under increasing pressure to find quality clinical placements and there is a critical need to look beyond traditional ways of preparing students for practice. Virtual simulation is a rapidly emerging tool for learning within healthcare education. Administrators are just starting to learn how to manage its integration into curricula.</p></div><div><h3>Methods</h3><p>Eleven healthcare administrators from seven institutions of higher education, colleges and universities were interviewed in this qualitative study to understand their needs, challenges, and recommendations regarding virtual simulation integration. These administrators were testing and integrating virtual simulations provided through the Virtu-WIL program, a pan-Canadian, work-integrated learning experience that developed and tested health care virtual simulations.</p></div><div><h3>Results</h3><p>Four themes were derived from the data: Driving forces, Impact of VS on learning process and outcomes, Collaboration and Coordination, and Sustainability. In addition, administrators recommended several different strategies to support the implementation of virtual simulation. These included faculty support, collaboration between schools and institutions and sustainability initiatives.</p></div><div><h3>Conclusion</h3><p>Administrators are integral to successful VS adoption; therefore, they need to effectively manage its integration in the curriculum.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000252/pdfft?md5=f2a318d97c0dffd0b9dae3004ecb3d68&pid=1-s2.0-S1876139924000252-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638233","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":"“STEPS”: A Simulation Tool to Enhance Psychological Safety","authors":"Jacqueline Vaughn PhD, RN, CHSE-A ,&nbsp;Shannon H. Ford PhD, APRN, CPNP-PC, CNE ,&nbsp;Laura Killam RN, MScN ,&nbsp;Stephanie Sims MSN, CHSE ,&nbsp;Tamatha Arms PhD, DNP, PMHNP-BC, NP-C ,&nbsp;Anka Roberto DNP, MPH, PMHNP-BC, APRN ,&nbsp;Marie W. Dawkins DNP, MHA, MSN, RN, CEN, CNEcl ,&nbsp;Fabiana Rey","doi":"10.1016/j.ecns.2024.101532","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101532","url":null,"abstract":"<div><h3>Background</h3><p>Creating and maintaining a psychologically safe and welcoming environment is an essential element in simulation-based teaching. The purpose of this project was to describe a novel tool the authors developed to visually enhance psychological safety. Using constructs related to psychological safety, the tool was designed and named “Simulation Tool to Enhance Psychological Safety” (STEPS).</p></div><div><h3>Methods</h3><p>STEPS was designed by a core team of simulation education specialists and then evaluated by a convenience sample of prelicensure (<em>n</em> = 5) and advanced practice (<em>n</em> = 3) nursing simulation educator experts. Using open-ended responses, thes reviewers gave feedback and suggestions for improvement.</p></div><div><h3>Results</h3><p>Findings revealed that STEPS was positively evaluated as a visual aid to promote psychological safety. Reviewers offered suggestions for improving design features such as making it more inclusive of other disciplines and adding inspirational quotes. The reviewers unanimously agreed that STEPS would be a successful adjunct for promoting psychological safety in simulation.</p></div><div><h3>Conclusions</h3><p>STEPS is an innovative visual aid to promote a psychologically safe learning environment. We plan to use the tool in simulations across nursing programs.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622256","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 in Determining Nursing Students’ Perceived Level of Communication Skills While Using Personal Protective Equipment","authors":"Hilal Yıldız Çelik Msc, RN ,&nbsp;Tülay Demiray MSc, RN ,&nbsp;Seda Er MSc, RN ,&nbsp;Yasemin Uslu PhD, RN","doi":"10.1016/j.ecns.2024.101530","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101530","url":null,"abstract":"<div><h3>Introduction</h3><p>During the coronavirus disease (COVID-19) pandemic, the use of personal protective equipment (PPE) was a necessary infection control measure while treating COVID-19-positive patients. However, healthcare professionals’ use of PPE can be a barrier to therapeutic communication.</p></div><div><h3>Material and methods</h3><p>This mixed methods study aimed to evaluate nursing students’ perceived level of communication skills while using PPE (gown/mask/eye protection or face shield) during the care of COVID-19 patients and their levels of satisfaction and self-confidence in learning in the in situ simulation environment. This study was conducted among a population of senior nursing students in a university in Istanbul (N = 81). The sample comprised students who volunteered to participate (n = 35). Quantitative data were collected using a communication skills assessment form and the Student Satisfaction and Self-Confidence in Learning Scale. Qualitative data were collected with a semi-structured form in debriefing sessions.</p></div><div><h3>Results</h3><p>According to both self and standardized patient (SP) ratings of the students’ therapeutic communication techniques while using PPE, the highest scores were for active listening and providing information. In self-ratings of non-therapeutic communication, the highest scores were for minimizing feelings, changing the subject, and giving false assurances. The study revealed significant differences in the perceived effectiveness of therapeutic communication techniques, including active listening (t = 3.182; <em>p</em> = .002), focusing (t = 3.004; <em>p</em> = .004), and voicing doubts (t = -3.333; <em>p</em> = .001), as well as non-therapeutic communication techniques, including giving false assurances (t = 3.293; <em>p</em> = .002), giving advice (t = 3.097; <em>p</em> = .004), challenging (t = 3.031; <em>p</em> = .005), and being defensive (t = 2.753; <em>p</em> = .009), among standardized patients and students. Scores for satisfaction and self-confidence in learning were 4.48 ± 0.83 and 4.42 ± 0.76, respectively.</p></div><div><h3>Conclusions</h3><p>The levels of communication skills perceived by the nursing students and SP were similar. Students reported high satisfaction and self-confidence in learning from the in-situ simulation. There is little research on the evaluation of communication skills while using PPE in the literature. This study helps fill that gap and may guide communication and simulation-based learning studies.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140620039","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":"Prioritizing Simulation Facilitators’ Competencies for Professional Development Using Q-Methodology","authors":"Beth A. Rogers PhD, RN, CNE, CHSE ,&nbsp;Laura A. Killam MScN, RN, PhD in Nursing Student ,&nbsp;Robin D. Lockhart Ph.D., RN, CNE ,&nbsp;Kelly Foltz-Ramos PhD, RN, FNP-BC, CHSE ,&nbsp;Marian Luctkar-Flude PhD, RN ,&nbsp;Suzanne H. Campbell PhD, RN, FCNEI, CCSNE, IBCLC ,&nbsp;Jane Tyerman PhD, RN, CCSNE ,&nbsp;Melissa Ehmke DNP, RN ,&nbsp;Ashley E. Franklin PhD, RN, CNE, CHSE-A","doi":"10.1016/j.ecns.2024.101527","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101527","url":null,"abstract":"<div><h3>Background</h3><p>High-quality simulation requires competent facilitation. The Facilitator Competency Rubric (FCR) identifies facilitator competencies; a gap exists prioritizing competency development.</p></div><div><h3>Methods</h3><p>Using Watts and Stenner's Q-methodology, 73 simulationists prioritized 29 statements derived from FCR from most to least meaningful. We analyzed data using Spearman correlation and centroid factor analysis with varimax rotation and described viewpoint differences using qualitative analysis.</p></div><div><h3>Results</h3><p>Two main viewpoints explained 41.5% of variance. Simulationists across both viewpoints agreed creating psychologically-safe environments was most important whereas administrative tasks were least. The two distinct viewpoints emphasized facilitating metacognition during simulation and debriefing verses structuring debriefing.</p></div><div><h3>Implications</h3><p>This paper provides professional development design recommendations.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543312","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 Augmented Reality Applications on Intravenous Catheter Placement Skill in Nursing Students: A Randomized Controlled Study","authors":"Miyase Avci RN, PhD ,&nbsp;Serap Parlar Kilic RN, PhD","doi":"10.1016/j.ecns.2024.101524","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101524","url":null,"abstract":"<div><h3>Background</h3><p>Augmented reality (AR) is an emerging technology that is beginning to find use in health science education due to the advantages it brings to the teaching-learning process. This present study assessed the use of AR for the development of IV catheter placement skills in nursing students and the effects of the process on their learning satisfaction and self-confidence levels.</p></div><div><h3>Methods</h3><p>This randomized controlled study was completed with 91 nursing students in October, 2021, from whom data were collected using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Intravenous Catheter Placement Procedure Steps Form (IVC-PPSF).</p></div><div><h3>Results</h3><p>Although higher scores were recorded in the experimental group, there was no significant difference in the IV catheter placement success scores or satisfaction of the students (p &gt; 0.05). The difference was statistically significant for Self-Confidence (p &lt; 0.05).</p></div><div><h3>Conclusion</h3><p>The use of an AR application for the teaching of IV catheter placement was found to increase the self-confidence levels of the students. Expanding the use of AR applications into the teaching of other nursing practices will contribute positively to student success levels.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140351128","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}