Clinical Simulation in Nursing最新文献

{"title":"Congratulations to Our Article of the Year Winners for 2023","authors":"Lisa McKenna RN, PhD","doi":"10.1016/j.ecns.2024.101581","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101581","url":null,"abstract":"","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541643","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":"Impact of EHR on Realism, Skills, and Workload in Sepsis Simulation","authors":"Lauren M. Hess MD, ABPM-CI ,&nbsp;Shailendra Das DO ,&nbsp;Rathi Asaithambi MD, MPH, EdM ,&nbsp;Erica Delbecq MD ,&nbsp;Carolina Molleda Castro MD ,&nbsp;Wallis Molchen DO ,&nbsp;Daniel Lemke MD","doi":"10.1016/j.ecns.2024.101560","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101560","url":null,"abstract":"<div><h3>Introduction</h3><p>Sepsis is one of the leading causes of death for children. Simulation provides a framework for improvement in teamwork and communication, which are essential skills in conditions such as sepsis, where early recognition is crucial.</p><p>The purpose of this mixed methods project was to understand the effects of adding sandbox Electronic Health Record (EHR) on realism and team dynamics. This study was conducted during multidisciplinary (pediatric residents and nurses) in-situ sepsis simulations.</p></div><div><h3>Methods</h3><p>This study was conducted during multidisciplinary (pediatric residents and nurses) in-situ sepsis simulations.</p><p>Groups were randomized to receive EHR or paper. Team clinical times were recorded. After completion, participants completed a survey about attitudes and workload, and some completed qualitative interviews.</p></div><div><h3>Results</h3><p>Participants in both groups wanted to have EHR in future simulations. Differences in workload and clinical times were not significantly different. Themes that emerged were: EHR improved realism allowing for skills practice but could be a distraction. Key elements for the simulated EHR design were identified and aligned with prior literature.</p></div><div><h3>Conclusions</h3><p>Acute care simulations that utilized EHR were perceived by learners to improve realism and can allow for skills practice.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141484921","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 high fidelity simulator versus wearable simulator on team communication, clinical judgment, and patient safety in an interprofessional team","authors":"Rebecca Lyon MS, PA-C ,&nbsp;Jennifer McAdams MSN, RNC-OB, C-EFM ,&nbsp;Alaina Tellson PhD, RN, NPD-BC, NEA-BC ,&nbsp;Marlene T. Porter PhD, RN, NPD-BC, CCRN, CEN","doi":"10.1016/j.ecns.2024.101564","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101564","url":null,"abstract":"<div><h3>Background</h3><p>Escalating maternal morbidity and mortality rates in the United States demand effective healthcare provider training. This study examined an interprofessional team's communication, clinical judgment, and patient safety using a high-fidelity simulator versus a wearable simulator by a standard patient.</p></div><div><h3>Methods</h3><p>The study employed a two-group comparative, quasi-experimental design. The intervention group used a wearable simulator, while the control group used a high-fidelity mannequin.</p></div><div><h3>Results</h3><p>The final sample consisted of 85 individuals (49 intervention, 33 control group). No significant differences in simulation effectiveness were observed between groups.</p></div><div><h3>Conclusion</h3><p>Equivalent performance outcomes suggest institutions can choose simulation modalities based on cost, availability, and logistical considerations without compromising training quality.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141484923","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":"Multi-Modal Simulation to Prepare Final Year Nursing Students for Transition to Clinical Practice: A Mixed Methods Study","authors":"Sok Ying Liaw PhD, RN ,&nbsp;Khairul Dzakirin Bin Rusli BSc (Hons), RN ,&nbsp;Laura Tham Schmidt M Geront, RN ,&nbsp;Chiew Jiat Rosalind Siah PhD, RN ,&nbsp;Lisa McKenna PhD, RN ,&nbsp;Yan Hui Celestine Wee M Geront, RN ,&nbsp;Nicholas Wee Siong Neo BSc (Hons), RN ,&nbsp;Siew Tiang Lau PhD, RN ,&nbsp;Betsy Seah PhD, RN","doi":"10.1016/j.ecns.2024.101559","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101559","url":null,"abstract":"<div><h3>Background</h3><p>With the wide spectrum of simulation modalities, combining different modalities may support the development of complex clinical skills that can prepare nursing students for making the transition to graduate nurse practice.</p></div><div><h3>Aim</h3><p>To describe the design and evaluation of a multi-modal simulation to facilitate final-year nursing students’ transition to clinical practice.</p></div><div><h3>Methods</h3><p>A mixed methods study design was employed to evaluate the multi-modal simulation. Pre and post-tests were conducted to evaluate final-year nursing students’ readiness for clinical practice. Individual interviews were conducted to evaluate long-term impact on clinical practice.</p></div><div><h3>Result</h3><p>The students reported significant improvement (<em>p</em> &lt; .001) in their readiness for their clinical practice. Three themes emerged for the impact on their clinical practice: self-efficacy in clinical procedures; metacognitive awareness for transfer of learning; and beyond communication to building relationships.</p></div><div><h3>Conclusion</h3><p>The multi-modal simulation has an immediate effect on improving nursing students’ readiness for clinical practice. It also has a significant clinical impact on enhancing their self-efficacy in performing clinical procedures and metacognitive awareness as they migrate into the real clinical world.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141438788","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":"Designing Interprofessional Simulation Outreach Experiences for Maternal Deserts","authors":"Barbara Sittner ,&nbsp;Marisa Schaffer ,&nbsp;Beckie Trevino ,&nbsp;Jayne VanAsperen ,&nbsp;Leeza Struwe","doi":"10.1016/j.ecns.2024.101562","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101562","url":null,"abstract":"<div><p>Rural hospitals providing obstetric care are expected to maintain a broad variety of knowledge, skills, and abilities with low volume of occurrences, yet have limited access to continuing education and hands-on experience for high-risk situations. Women and their families experience healthcare disparities for adequate obstetrical care due to maternal deserts. To overcome these disparities, the interdisciplinary Perinatal Simulation Outreach Team (PSOT) has utilized in situ simulation to provide rural hospitals with continuing education opportunities since 2018 to reduce perinatal mortality rates, decrease maternal health disparities, and improve the quality of birth experiences. The criteria of the Healthcare Simulation Standards of Best Practice™ Simulation Design is used as a blueprint for PSOT program development. Program evaluations show in situ is a valuable learning experience that has enhanced teamwork and provided continuing education to make evidence-based practice changes for quality, safe patient care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141434760","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":"Building Self-Efficacy in Dementia Care Through Immersive Education: A Mixed-Methods Randomized Control Trial","authors":"Laura Vogelsang RN, PhD ,&nbsp;Tracie Risling RN, PhD ,&nbsp;Anthony de Padua RN, PhD ,&nbsp;Donald Leidl RN, EdD ,&nbsp;Jay Wilson EdD ,&nbsp;David Thompson RN, PhD","doi":"10.1016/j.ecns.2024.101557","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101557","url":null,"abstract":"<div><h3>Background</h3><p>Improving self-efficacy for nursing students to manage aggressive behaviours in clients with dementia supports better outcomes for clients. No studies have been conducted on the use of immersive virtual reality as a potential tool.</p></div><div><h3>Method</h3><p>A mixed-methods, randomized control trial explanatory design compared perceived self-efficacy for practical nursing students who used the CareGiVRTM virtual reality application with those who did not, using the Inventory of Geriatric Nursing Self-Efficacy (IGNSE) along with qualitative focus groups.</p></div><div><h3>Results</h3><p>Forty-six students (49%) participated in the quantitative component. Fifteen students elected to participate in the follow-up qualitative focus groups. Findings indicate participants who used the CareGiVRTM application reported statistically significant higher levels of perceived self-efficacy post-intervention and when compared with those in the control group following their clinical rotation. Four themes were identified: getting real-world experience, a safe place to practice, meeting the client where they are at, and a tool not a replacement.</p></div><div><h3>Conclusion</h3><p>Immersive virtual reality can be an effective tool to increase perceived self-efficacy for managing aggressive behaviours in clients with dementia in practical nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000495/pdfft?md5=990a5f7f7968d7bc193b9a9683fba8a7&pid=1-s2.0-S1876139924000495-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422847","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":"Learning the Language of Debriefing: Insights from Expert Sexual Assault Nurse Examiners","authors":"Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF,&nbsp;Ellen A. Frerich MSW, MPP, MN, RN, PHN,&nbsp;Winnie Yip MSN, APRN, PMHNP-BC,&nbsp;Sarah J. Hoffman PhD, MPH, RN, SANE-A,&nbsp;Carolyn M. Porta PhD, MPH, RN, SANE-A, FAAN, FNAP","doi":"10.1016/j.ecns.2024.101567","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101567","url":null,"abstract":"<div><h3>Background</h3><p>A forensic sexual assault nurse examiner (SANE) provides specialized care for individuals who have experienced sexual assault. Because the training of new SANEs is critical for expanding the workforce, simulation and debriefing are used due to limited clinical learning opportunities with assault survivors. Debriefing following the simulation requires an expert SANE, yet very often these clinicians are new to debriefing; little is known about how expert SANEs learn to debrief.</p></div><div><h3>Method</h3><p>A 90-minute focus group interview was conducted with three experienced SANEs who had completed a five-video debriefing training and conducted at least two debriefings with novice SANE trainees.</p></div><div><h3>Results</h3><p>Inductive qualitative content analysis resulted in two primary categories and six sub-categories that described the process of expert SANEs learning to debrief.</p></div><div><h3>Conclusion</h3><p>Expert SANEs compared learning to debrief to learning a new language. Participants described how reflective debriefing and trauma-informed interviewing both emphasize the importance of creating a safe and supportive environment, fostering open communication, promoting self-awareness and learning, empowering individuals, and adopting a non-judgmental approach.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141324615","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":"Exploring Debriefing Modalities in Healthcare Simulation: Self-Reflection, Self-Debriefing, Tele-Debriefing and Facilitated Debriefing","authors":"Nicole Harder RN, PhD,&nbsp;Sufia Turner RN, MN,&nbsp;Marnie Kramer RN, PhD,&nbsp;Kim Mitchell RN, PhD","doi":"10.1016/j.ecns.2024.101561","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101561","url":null,"abstract":"<div><p>Healthcare simulation has emerged as an invaluable tool for training healthcare professionals, fostering clinical skills, and enhancing patient safety. In the context of simulation-based education, various debriefing modalities have been employed to maximize learning outcomes. This article examines four debriefing modalities—self-reflection, self-debriefing, facilitated debriefing, and tele-debriefing within the healthcare simulation setting. The article explores the circumstances under which each modality is appropriate, highlights the benefits they offer, and discusses the barriers that may impede their effectiveness. By comparing and contrasting these modalities, educators and practitioners can make informed decisions about the most suitable debriefing approach for their specific simulation scenarios.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297953","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 Standardized Patient Simulations in the Nursing Curriculum to Promote Culturally Sensitive LGBTQ+ Care: A Pilot Study","authors":"Laura Pittiglio PhD, RN ,&nbsp;Stephanie Vallie MSN, RN","doi":"10.1016/j.ecns.2024.101554","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101554","url":null,"abstract":"<div><h3>Aim/Objective</h3><p>This study's aim was to examine the use of simulation technologies in the form of standardized patients to enhance gender affirming assessment skills in a sample of undergraduate nursing students.</p></div><div><h3>Background</h3><p>Lack of provider knowledge regarding gender affirming care impacts health care for individuals who identify as lesbian, gay, bisexual, transgender, queer, and people with other expansive identities (LGBTQ+).</p></div><div><h3>Design</h3><p>A pre- and post-survey was used to evaluate a LGBTQ+ competency-based simulation scenario using standardized patients.</p></div><div><h3>Methods</h3><p>The simulation intervention was incorporated into an undergraduate medical surgical-nursing course with 70 students. Prior to taking part in the simulation experience, students completed an educational module in an open-source learning management system. The educational module compiled by the researcher included a glossary of LGBTQIA+ terms, readings, and Sexual Orientation and Gender Identity videos, a PowerPoint and a script for interviewing. On the day of the simulation students took a pre-simulation survey that was number coded in order to provide an anonymous identifier. After participating in the simulation scenario students used the same number, that coded their pre-simulation survey, to code their post-simulation survey.</p></div><div><h3>Results</h3><p>Wilcoxon-signed ranks test revealed that there were no significant differences between the pre- and postsurvey as a composite. However, one of the individual questions regarding addressing sexual orientation and another question regarding perceived competence in providing care demonstrated significance and trending toward significance. Also, noteworthy, were the positive student responses regarding the simulation experience.</p></div><div><h3>Conclusion</h3><p>Finding's from the standardized patient simulation has the potential to inform continual education interventions designed to strengthen competency at all levels of nursing practice in the provision of LGBTQ+ competent and affirming care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290860","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":"Are Artificial Intelligence Virtual Simulated Patients (AI-VSP) a Valid Teaching Modality for Health Professional Students?","authors":"Leticia De Mattei MD ,&nbsp;Marcelino Q. Morato MD ,&nbsp;Vineet Sidhu MBBS, MHS ,&nbsp;Nodana Gautam MD ,&nbsp;Camila T. Mendonca MD ,&nbsp;Albert Tsai MD ,&nbsp;Marjorie Hammer MS, RN, FNP-BC, PMHNP ,&nbsp;Lynda Creighton-Wong MS, RN, PMHNP-BC, PMHCNS-BC ,&nbsp;Amin Azzam MD, MA","doi":"10.1016/j.ecns.2024.101536","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101536","url":null,"abstract":"<div><h3>Introduction</h3><p>Simulation-based learning is robust, but the COVID pandemic created opportunities for novel modalities, including Artificial Intelligence Virtual Simulated Patient (AI-VSP) scenarios.</p></div><div><h3>Methods</h3><p>Between 2019 and 2022, the following health professional students experienced AI-VSP at one US university: (a) “Headache” scenario: 24 Family Nurse Practitioner (FNP) and 48 Physician Assistants (PA) students, (b) “Insomnia” scenario: 64 Bachelor of Science in Nursing (BSN) and 47 Accelerated Bachelor of Science in Nursing (ABSN) students. Each individually conducted a brief strongly encouraged encounter and subsequently optionally participated in our study.</p></div><div><h3>Results</h3><p>When asked about the scenario's realism, positive answers were 50% (FNP), 16% (PA), 63% (BSN), and 87% (ABSN). Also, 41% FNP, 52% PA, 65% BSN, and 82% ABSN felt capable of creating diagnoses and treatment plans as thoroughly as they would with human patients. Regarding improving diagnostic abilities, favorable responses were 73% (FNP), 74% (PA), 72% (BSN), and 90% (ABSN). When asked whether they would recommend AI-VSP encounters to others, 91% (FNP), 84% (PA), 93% (BSN), and 90% (ABSN) agreed.</p></div><div><h3>Conclusions</h3><p>AI-VSP scenarios were well accepted by students and demonstrated significant promise as a complementary simulation-based learning modality.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000288/pdfft?md5=00b70f728125e5b1085fa56eea8fca4e&pid=1-s2.0-S1876139924000288-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141292122","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}