Andrew A. Dwyer PhD, Isabella R. McDonald DNP, Arlene McGuane EdD, RN, Bethany A. Croke DNP, Anna Klarare PhD
{"title":"Ensuring equity in the age of precision health: Pilot results from a novel genomic nursing competency simulation","authors":"Andrew A. Dwyer PhD, Isabella R. McDonald DNP, Arlene McGuane EdD, RN, Bethany A. Croke DNP, Anna Klarare PhD","doi":"10.1016/j.ecns.2025.101760","DOIUrl":"10.1016/j.ecns.2025.101760","url":null,"abstract":"<div><h3>Background</h3><div>Nurse practitioners (NPs) are uniquely positioned to help end disparities in precision/genomic healthcare. We developed a novel genomic nursing competency simulation with a focus on health equity.</div></div><div><h3>Method</h3><div>The case was mapped to simulation/nursing standards and ‘‘Essentials’’ for graduate nursing education. We employed a hybrid clinical trial type design to evaluate outcomes in three groups (control, simulation, simulation + booster). Validated measures were used to assess learners at baseline, short-term (two-weeks), and long-term follow-up (12-18 months into practice).</div></div><div><h3>Results</h3><div>Control subjects (n=39) and the pilot cohort (n=9) had similar knowledge, attitudes/beliefs, perceived knowledge/ability, and comfort/confidence relating to genomics-informed care. Pilot intervention group mean scores trended upward across all domains and feedback was overwhelmingly positive.</div></div><div><h3>Conclusion</h3><div>This innovative project develops NP genomic nursing competency and will elucidate the long-term effects of simulation (and dosing effects) on integrating genomics into practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101760"},"PeriodicalIF":3.4,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366227","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}
Jiyoung Kim RN, ANP, PhD , Narae Heo RN, PhD , Mingyo Seo RN , Hyunjung Shin RN
{"title":"Development and evaluation of an integrative-fidelity nursing simulation education program using extended-reality smart glasses: A quasi-experimental study","authors":"Jiyoung Kim RN, ANP, PhD , Narae Heo RN, PhD , Mingyo Seo RN , Hyunjung Shin RN","doi":"10.1016/j.ecns.2025.101754","DOIUrl":"10.1016/j.ecns.2025.101754","url":null,"abstract":"<div><h3>Background</h3><div>Cutting-edge technologies have been developed for improved clinical competency and professional expertise in healthcare education. Therefore, this study aimed to evaluate the effects of integrative-fidelity nursing simulation education program using extended-reality smart glasses.</div></div><div><h3>Methods</h3><div>In this quasi-experimental study, participants were divided into experimental and control groups (39 participants each). In the low-fidelity stage, participants used a head-mounted display to view 360-degree immersive content and practiced neurological assessment and infusion pump operation using a partial model or mannequin. The high-fidelity stage included hybrid simulation using high-fidelity simulator and standardized patient. The smart glasses provided patient information and nursing records with first-person action recordings used for debriefing. The scores for positive attitudes toward wearable displays, perceived importance, critical thinking disposition, satisfaction, and self-confidence were analyzed.</div></div><div><h3>Results</h3><div>The experimental group had significantly higher scores in positive attitudes toward wearable displays, perceived importance, prudence as a critical thinking subscale, and satisfaction.</div></div><div><h3>Conclusion</h3><div>The integrative-fidelity nursing simulation program using extended-reality smart glasses facilitated nursing education with effective, in-depth, integrated learning.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101754"},"PeriodicalIF":3.4,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144254826","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}
Sean Convoy DNP, PMHNP-BC, Dana Convoy RN, MSN, CHSE, Jamie Lord DNP, PMHNP-BC, Courtney Calhoun RN, DNP, CNE, CHSE, Nicole Petsas Blodgett PhD, RN, CHSE, Marissa D. Abram PhD, PMHNP-BC, CARN-AP, FIAAN
{"title":"Preparing psychiatric-mental health nurse practitioner students for patient death from suicide via standardized patient simulation","authors":"Sean Convoy DNP, PMHNP-BC, Dana Convoy RN, MSN, CHSE, Jamie Lord DNP, PMHNP-BC, Courtney Calhoun RN, DNP, CNE, CHSE, Nicole Petsas Blodgett PhD, RN, CHSE, Marissa D. Abram PhD, PMHNP-BC, CARN-AP, FIAAN","doi":"10.1016/j.ecns.2025.101753","DOIUrl":"10.1016/j.ecns.2025.101753","url":null,"abstract":"<div><div>There is limited literature on creating a simulated—trauma informed learning experience for psychiatric-mental health nurse practitioner (PMHNP) students to process patient suicide as a cause of death. Informed by the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice and guidelines from the Suicide Prevention Resource Center and Stress First Aid for Healthcare Workers, a high-fidelity formative simulation-based patient suicide was developed and implemented. This manuscript conceptualizes an academic strategy to introduce the phenomenon of patient completed suicide to PMHNP students in a way that is trauma informed, therapeutic, evidence based, and application minded.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101753"},"PeriodicalIF":3.4,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222248","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}
Sun-Hee Moon PhD , Hwi-Gon Jeon MS, RN , Mi Jin Choi PhD
{"title":"Development and usability of the mixed reality–based intubation nursing simulation: A mixed methods study","authors":"Sun-Hee Moon PhD , Hwi-Gon Jeon MS, RN , Mi Jin Choi PhD","doi":"10.1016/j.ecns.2025.101759","DOIUrl":"10.1016/j.ecns.2025.101759","url":null,"abstract":"<div><h3>Background</h3><div>Integrating mixed reality (MR) into nursing simulation education, particularly for procedural training such as endotracheal intubation, offers a promising avenue to the repetitive training of practical execution and collaboration. This study aimed to develop an MR-based intubation nursing (MRIN) simulation tailored for nursing professionals and focused on usability.</div></div><div><h3>Methods</h3><div>This study used a mixed methods design. The MRIN scenario with eight steps was developed using HoloLens 2 and evaluated by 12 nursing master’s students experienced in intubation. After two simulation sessions, quantitative data for the simulation task load index (SIM-TLX) and task completion time were evaluated, while qualitative data were gathered through think aloud (TA) interviews.</div></div><div><h3>Results</h3><div>The subtotal task load of the SIM-TLX decreased from 4.25/10 ± 2.21 in the first simulation to 3.08/10 ± 1.37 in the second simulation, with reduced task completion time. TA interviews highlighted the need for modifications to enhance realism, procedural accuracy, and the program’s strengths.</div></div><div><h3>Conclusion</h3><div>The MRIN simulation represents an advancement in MR technology for nursing education, offering an immersive and effective platform for procedural training.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101759"},"PeriodicalIF":3.4,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195019","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 the experiences of undergraduate students as standardized participants","authors":"Meg CW Lagunas PhD , Krista Collins MSN","doi":"10.1016/j.ecns.2025.101751","DOIUrl":"10.1016/j.ecns.2025.101751","url":null,"abstract":"<div><h3>Background</h3><div>Standardized participants (SPs) are trained to portray a patient, family, or team member role in a simulated learning experience. SPs provide realism, specialized learning opportunities, and feedback. Although use of SPs is well supported, little is known about the experience of being a SP among undergraduate, non-nursing college students (UGS).</div></div><div><h3>Sample</h3><div>Twelve UGS employed as SPs for a virtual workshop on end-of-life communication skills for a multidisciplinary healthcare team.</div></div><div><h3>Methods</h3><div>This mixed methods research project aimed to understand the UGS SP experience. Data was gathered from a homegrown post-employment survey.</div></div><div><h3>Results</h3><div>The data analysis supports that being an SP as an UGS is a reasonable, and positive experience that may support one’s decision to enter training as a future healthcare provider.</div></div><div><h3>Conclusion</h3><div>This analysis supports the use of UGS SPs. Further investigation is needed to determine if being an SP is an experiential learning activity for the UGS.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101751"},"PeriodicalIF":3.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167702","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}
Mark Kenwright, Patricia Awty, Chris Bye, Donna Doherty, Daniela Leese, Emily Edwards
{"title":"Piloting a brief psychoeducational intervention to reduce the impact of social anxiety on mental health simulations for nursing students","authors":"Mark Kenwright, Patricia Awty, Chris Bye, Donna Doherty, Daniela Leese, Emily Edwards","doi":"10.1016/j.ecns.2025.101734","DOIUrl":"10.1016/j.ecns.2025.101734","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based learning can trigger disabling social anxiety in mental health simulations where interpersonal skills are observed and critiqued by others, yet an effective cognitive behavioural intervention has been developed to address social anxiety.</div></div><div><h3>Methods</h3><div>In this uncontrolled observational multi-methods cohort study, 56 third-year undergraduate Mental Health Nursing students completed anonymous online measures of social anxiety after a first mental health simulation. A session of psychoeducation and skills practice based on the principles of Cognitive Behavioural Therapy for social anxiety (Clark and Wells, 1997) was then delivered for all students. The following week a second mental health simulation took place, and post-simulation ratings were repeated.</div></div><div><h3>Results</h3><div>Students rated less social anxiety (pre-post Effect Size 0.3); less impact on their attention (pre-post E.S. 1.0) and less challenge to their learning/ performance (pre-post E.S. 0.9) during the second, post-psychoeducation simulation. Students expressed a preference for smaller groups and more unobserved practise due to feeling alienated by cameras.</div></div><div><h3>Conclusions</h3><div>Brief psychoeducation on social anxiety appears efficacious in reducing its negative impact on student performance and learning during simulation. Such training could be easily incorporated into simulation-based healthcare education programmes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101734"},"PeriodicalIF":3.4,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167703","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 volunteer-driven standardized patient training unit: A sustainable model for resource-limited institutions","authors":"Selçuk Akturan","doi":"10.1016/j.ecns.2025.101741","DOIUrl":"10.1016/j.ecns.2025.101741","url":null,"abstract":"<div><h3>Background</h3><div>The standardized patient (SP) method significantly contributes to medical education by enabling healthcare professionals to enhance their clinical and communication skills. However, challenges such as cost and sustainability limit the widespread adoption of SP programs.</div></div><div><h3>Method</h3><div>A unique model developed at a medical school in Turkey, based on volunteer involvement and institutional support, has demonstrated a cost-effective implementation of the SP method. The SP Training Unit model aims to train individuals to assume patient roles in educational activities and establish to organize these activities.</div></div><div><h3>Results</h3><div>The model has supported the broader adoption of the SP method. The SP Training Unit has been utilized in over 100 training and assessment activities across various departments and institutions over the past three years.</div></div><div><h3>Conclusion</h3><div>The volunteer-driven SP Training Unit model is cost-effective, sustainable with institutional support, and improves outcomes through training and incentives, addressing financial barriers to broader adoption.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101741"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124924","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}
Beth Ann Swan PhD, RN, CHSE, FAAN, ANEF , Sarah Febres-Cordero PhD, RN , Laika Steiger MBA, CHSOS, CHSE, FACHE , Alexa Lisenby BS , Tatiana Getz BS , Jack Hudson MPH , Katie Cole DNP, CRNA, CHSE , Russ Branch DNP, CRNA, ACNP-BC, CNE , Carrie McDermott PhD, APRN, ACNS-BC , Kim Fugate CHSE, CHSOS , Nicholas A. Giordano PhD, RN, FAAN
{"title":"Feasibility and acceptability of incorporating artificial intelligence into simulation education","authors":"Beth Ann Swan PhD, RN, CHSE, FAAN, ANEF , Sarah Febres-Cordero PhD, RN , Laika Steiger MBA, CHSOS, CHSE, FACHE , Alexa Lisenby BS , Tatiana Getz BS , Jack Hudson MPH , Katie Cole DNP, CRNA, CHSE , Russ Branch DNP, CRNA, ACNP-BC, CNE , Carrie McDermott PhD, APRN, ACNS-BC , Kim Fugate CHSE, CHSOS , Nicholas A. Giordano PhD, RN, FAAN","doi":"10.1016/j.ecns.2025.101739","DOIUrl":"10.1016/j.ecns.2025.101739","url":null,"abstract":"<div><h3>Background</h3><div>Simulation serves as one opportunity for students to engage with AI and enhance their learning experience. This study examined the feasibility and acceptability of incorporating AI into simulation education.</div></div><div><h3>Methods</h3><div>Students participated in a high-fidelity simulation scenario with an AI-enabled mannequin to learn how to effectively respond to an opioid-involved overdose. Participants completed acceptability/ feasibility measures, and surveys on knowledge and attitudes towards responding to an overdose.</div></div><div><h3>Results</h3><div>Participants’ attitudes towards (<em>p</em> = 0.002) and knowledge (<em>p</em> = 0.004) about responding significantly increased and remained high up to a month later and found the AI-enabled mannequin to be acceptable and feasible to engage with in the simulation environment.</div></div><div><h3>Conclusions</h3><div>AI-enabled mannequins were found to be acceptable and feasible to incorporate into simulation nursing education to learn how to respond to an opioid-involved overdose. These findings highlight the need for additional research examining the utility of AI in simulation scenarios to improve learners’ outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101739"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115372","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}
Hossam N. Alhawatmeh PhD , Saed A. Rawashdeh MSN , Mahmoud T. Alwidyan PhD , Sawsan Abuhammad PhD
{"title":"Comparing virtual reality and live standardized patient drill simulation-based triage training methods in terms of triage knowledge and performance","authors":"Hossam N. Alhawatmeh PhD , Saed A. Rawashdeh MSN , Mahmoud T. Alwidyan PhD , Sawsan Abuhammad PhD","doi":"10.1016/j.ecns.2025.101749","DOIUrl":"10.1016/j.ecns.2025.101749","url":null,"abstract":"<div><h3>Background</h3><div>Several methods have been developed to increase the efficiency of triaging the victims of mass casualty incident (MCI). In teaching MCI that use mock patients, such as standardized patients (SPs), the live disaster drill is considered as primary teaching tool. However, this teaching method is expensive and requires a lot of resources. Virtual reality (VR) is a valuable evolving tool for teaching and testing mass casualty triage.</div></div><div><h3>Aim</h3><div>The aims of this study were to compare VR disaster drill with live disaster drill using SPs in terms of triage knowledge and performance for Jordanian paramedic students.</div></div><div><h3>Method</h3><div>A randomized controlled parallel design was used. The sample comprised 102 selected students of the Paramedic Diploma program at Amman’s Civil Defense College. A convenience sampling method was used to select participants and a simple random assignment was used to distribute participants into the study arms (VR vs. SPs). Triage knowledge was measured at baseline and two weeks after the intervention. Triage performance was measured during the disaster drills.</div></div><div><h3>Results</h3><div>Paired t-tests showed that there was a statistically significant increase in the triage knowledge between the pretest and post-test in VR and SP groups. The independent t-test revealed that there were no statistically significant differences in the mean knowledge and triage performance scores between the SP and VR groups.</div></div><div><h3>Conclusion</h3><div>VR-based training demonstrated noninferior outcomes compared to SP drills, supporting its utility as a complementary triage education tool when live simulations are logistically constrained.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101749"},"PeriodicalIF":3.4,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115607","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}