Clinical Simulation in Nursing最新文献_第8页

The impact of simulation-based education on conflict resolution and problem-solving skills in final year nursing students: A randomized controlled trial 模拟教育对护生最后一年冲突解决和问题解决能力的影响：一项随机对照试验

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-27 DOI: 10.1016/j.ecns.2025.101757

Miray Aksu PhD, RN, Senem Duman MSc, RN, Tulay Basak PhD, RN

{"title":"The impact of simulation-based education on conflict resolution and problem-solving skills in final year nursing students: A randomized controlled trial","authors":"Miray Aksu PhD, RN, Senem Duman MSc, RN, Tulay Basak PhD, RN","doi":"10.1016/j.ecns.2025.101757","DOIUrl":"10.1016/j.ecns.2025.101757","url":null,"abstract":"<div><h3>Background</h3><div>The dynamic nature of healthcare systems makes conflicts unavoidable, highlighting the need for effective conflict management to ensure individual and institutional success. This study evaluated the impact of simulation-based education on conflict management and problem-solving skills among final-year nursing students.</div></div><div><h3>Methods</h3><div>Using a randomized controlled, parallel group design, 77 volunteer students from a Turkish nursing facility participated. Data collection tools included the Conflict Activity Styles Inventory and the Problem-Solving Inventory. The intervention group engaged in simulation-based education, designed following The Healthcare Simulation Standards of Best Practice®. Statistical analyses were performed using SPSS 23 software.</div></div><div><h3>Results</h3><div>The results demonstrated significant improvements in the intervention group’s use of compromising and facilitating conflict styles and problem-solving dimensions like self-confidence and reflection. Correlation analyses indicated positive reinforcement through facilitating styles. Retention tests showed sustained benefits.</div></div><div><h3>Conclusion</h3><div>Simulation-based education, bridges the gap between theory and practice, fostering professional competence. Expanding its integration into nursing curricula and conducting follow-up studies in diverse contexts is recommended to enhance skill development and ensure sustainable outcomes.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101757"},"PeriodicalIF":3.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502362","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}

引用次数: 0

Comparing the effectiveness of immersive virtual simulation and high-fidelity simulations in mechanical ventilator nursing education: A randomized crossover design 沉浸式虚拟仿真与高保真仿真在机械呼吸机护理教学中的效果比较：随机交叉设计

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-27 DOI: 10.1016/j.ecns.2025.101769

Sunah Park

{"title":"Comparing the effectiveness of immersive virtual simulation and high-fidelity simulations in mechanical ventilator nursing education: A randomized crossover design","authors":"Sunah Park","doi":"10.1016/j.ecns.2025.101769","DOIUrl":"10.1016/j.ecns.2025.101769","url":null,"abstract":"<div><h3>Background</h3><div>Virtual platforms offer an effective solution to replace or complement traditional training methods by facilitating flexible learning focused on knowledge and nursing practice.</div></div><div><h3>Methods</h3><div>A randomized, crossover design study was conducted to compare the effectiveness of immersive virtual simulation (IVS) and high-fidelity simulation (HFS) in mechanical ventilator nursing education. Thirty-two fourth-year nursing students in South Korea were randomly assigned to the Sequence 1 (IVS followed by HFS; <em>n</em> = 16) and 2 (HFS followed by IVS; <em>n</em> = 16) groups. Outcome measures included knowledge acquisition, confidence in nursing practice, learning engagement, learning satisfaction and self-confidence, and clinical learning environment perceptions.</div></div><div><h3>Results</h3><div>Knowledge acquisition showed no significant differences between IVS and HFS educational approaches. However, confidence in nursing practice increased significantly following IVS education compared to HFS education. Similarly, learning engagement, satisfaction, and self-confidence were significantly higher after IVS education than HFS education.</div></div><div><h3>Conclusions</h3><div>These findings suggest that IVS education for mechanical ventilator nursing education for nursing students can serve as an effective hands-on training methodology to enhance critical care nursing competency.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101769"},"PeriodicalIF":3.4,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502363","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}

引用次数: 0

Acceptance and effectiveness of high-fidelity simulation in nursing education: Application of the Technology Acceptance Model (TAM) 高保真仿真在护理教育中的接受度与有效性：技术接受模型（TAM）的应用

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-26 DOI: 10.1016/j.ecns.2025.101765

Nathalya Casallas-Hernández PhD , Carlos A. Castillo-Daza MSc , Viviana Astrid González-Guzmán MSc

{"title":"Acceptance and effectiveness of high-fidelity simulation in nursing education: Application of the Technology Acceptance Model (TAM)","authors":"Nathalya Casallas-Hernández PhD , Carlos A. Castillo-Daza MSc , Viviana Astrid González-Guzmán MSc","doi":"10.1016/j.ecns.2025.101765","DOIUrl":"10.1016/j.ecns.2025.101765","url":null,"abstract":"<div><h3>Background</h3><div>High-fidelity simulation (HFS) is a cornerstone methodology in nursing education, enhancing clinical competence, patient safety, and decision-making skills.</div></div><div><h3>Aim</h3><div>To evaluate nursing students’ acceptance and perceived effectiveness of HFS at a private university in Colombia, applying the Technology Acceptance Model (TAM).</div></div><div><h3>Method</h3><div>A descriptive cross-sectional study was conducted with 115 nursing students using the TAM questionnaire. Data were analyzed through descriptive statistics and confirmatory factor analysis in RStudio. Methodological rigor was ensured by adhering to STROBE guidelines.</div></div><div><h3>Findings</h3><div>Students reported high perceived usefulness (median = 4.8) and ease of use (median = 4.2). Strong correlations were observed between attitude (r = 0.67) and intention to use (r = 0.69), particularly among advanced-semester students. Acceptance increased with greater exposure to complex simulations.</div></div><div><h3>Discussion</h3><div>The findings validate the applicability of the TAM in this context and underscore the influence of familiarity and perceived usefulness in shaping positive attitudes toward HFS.</div></div><div><h3>Conclusion</h3><div>HFS is well-accepted by nursing students and should be progressively integrated into the curriculum, beginning in early semesters, supported by institutional infrastructure and faculty preparedness.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101765"},"PeriodicalIF":3.4,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144491256","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}

引用次数: 0

Congratulations to our 2024 Articles of the Year winners 祝贺我们的2024年度文章获奖者

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-22 DOI: 10.1016/j.ecns.2025.101763

Lisa McKenna RN, PhD, FACN, FANZAHPE

引用次数: 0

Team building and communication: “Sim Wars” game-based learning and peer-to-peer mentoring 团队建设和沟通：《模拟战争》基于游戏的学习和同伴间的指导

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.ecns.2025.101761

Nicole A. Gonzaga Gomez DNP, CRNA, APRN, CHSE, FAANA , Shayne D. Hauglum PhD, CRNA , Greta Mitzova-Vladinov DNP, CRNA, APRN, CHSE, FAANA , Daniel Acevedo MSN, CRNA , Andres F. Ocampo-Salazar MD

{"title":"Team building and communication: “Sim Wars” game-based learning and peer-to-peer mentoring","authors":"Nicole A. Gonzaga Gomez DNP, CRNA, APRN, CHSE, FAANA , Shayne D. Hauglum PhD, CRNA , Greta Mitzova-Vladinov DNP, CRNA, APRN, CHSE, FAANA , Daniel Acevedo MSN, CRNA , Andres F. Ocampo-Salazar MD","doi":"10.1016/j.ecns.2025.101761","DOIUrl":"10.1016/j.ecns.2025.101761","url":null,"abstract":"<div><h3>Background</h3><div>Poor communication and teamwork during perioperative emergencies have been linked with untoward outcomes. Healthcare professionals are required to work in teams, yet they rarely train in teams; however, many graduate healthcare programs recognize simulation-based education’s value. Students’ participation in simulated scenarios with game-based learning prepares them for challenges encountered professionally.</div></div><div><h3>Methods</h3><div>This pilot study examined the impact simulation has on individual and team dynamics utilizing a “<em>Sim Wars</em>”—a peer-to-peer simulation competition where teams of doctoral nurse anesthesia students competed in simulated obstetric and pediatric anesthesia scenarios.</div></div><div><h3>Results</h3><div>Sixty-six doctoral nurse anesthesia students participated and completed all pre- and postsimulation surveys. After each round of the competition, a total of 106 completed surveys were collected. Presimulation outcomes indicated positive correlations toward learning, team-building, and peer-to-peer learning. Postsimulation, students found the experience helpful in communication, and interprofessional team interactions in preparation for clinical practice.</div></div><div><h3>Conclusion</h3><div>Students were satisfied with game-based learning and essential to professional preparation. Simulation experiences with game-based learning enhanced interprofessional communication and team-building skills. Further research in game-based learning in simulation-based education is recommended.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101761"},"PeriodicalIF":3.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314096","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}

引用次数: 0

Use of simulation-based education to improve wound care practice amongst registered and nursing students: An integrative review 利用模拟教育改善注册和护理学生的伤口护理实践：一项综合综述

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.ecns.2025.101758

Sharon MacLean RM, RN, PhD, Fiona Geddes PhD, Keryln Carville RN, PhD

{"title":"Use of simulation-based education to improve wound care practice amongst registered and nursing students: An integrative review","authors":"Sharon MacLean RM, RN, PhD, Fiona Geddes PhD, Keryln Carville RN, PhD","doi":"10.1016/j.ecns.2025.101758","DOIUrl":"10.1016/j.ecns.2025.101758","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students (NS) and Registered Nurses (RN) often face challenges in wound management due to limited specialized knowledge. Simulation-based education (SBE) has emerged as a solution to bridge gaps in clinical practice. This review examines the role of SBE in developing wound care skills, focusing on its utilization, methods used to evaluate efficacy, and alignment with Healthcare Simulation Standards of Best Practice® (INACSL Standards Committee, 2021).</div></div><div><h3>Methods</h3><div>Seventeen studies (2014-2024) were reviewed, exploring various SBE modalities in wound care education, including mannequins, task trainers, simulated participants, and virtual/augmented reality. These studies evaluated the impact on nursing students and registered nurses' wound care knowledge, skills, and decision-making.</div></div><div><h3>Results</h3><div>The review found that both qualitative and quantitative methodologies are being used to evaluate the impact of SBE to improve theoretical knowledge and practical skills in wound care. While methodological issues were identified in the reviewed studies, simulation-based training was found to enhance clinical skills and the application of wound care principles. Issues including study design, the use of unvalidated assessment tools, and standardizing simulated participant (SP) recruitment and training procedures were identified.</div></div><div><h3>Conclusion</h3><div>Simulation-based education is a valuable strategy for enhancing wound care education in both student and registered nurses by supporting the development of clinical skills. Simulated participants create realistic, patient-focused scenarios that allow learners to practice clinical reasoning and decision-making in a safe, controlled environment. However, greater methodological rigor is needed to improve the reliability of findings and to better evaluate the true impact of SBE in the context of wound care education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101758"},"PeriodicalIF":3.4,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314095","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}

引用次数: 0

The impact of simulated participant simulation on enhancing mental health knowledge, skills and attributes in Diploma of Nursing students 模拟参与者模拟对护理文凭学生心理健康知识、技能和属性的影响

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-17 DOI: 10.1016/j.ecns.2025.101755

Karen Hall PhD , Debra Kiegaldie PhD , Jason Skues PhD

{"title":"The impact of simulated participant simulation on enhancing mental health knowledge, skills and attributes in Diploma of Nursing students","authors":"Karen Hall PhD , Debra Kiegaldie PhD , Jason Skues PhD","doi":"10.1016/j.ecns.2025.101755","DOIUrl":"10.1016/j.ecns.2025.101755","url":null,"abstract":"<div><h3>Background</h3><div>To better meet the mental health training needs of Australian Diploma of Nursing students, it is essential to transition from the current competency-based teaching approach to a more holistic, integrated method using Simulated Participant simulation-based learning.</div></div><div><h3>Methods</h3><div>An embedded mixed methods design with multiple case studies was employed. Ten students enrolled in a mental health nursing unit of a diploma of nursing course completed surveys, which included the adapted Health Communication Assessment Tool and the Lasater Clinical Judgment Rubric, both before and after a simulated participant intervention and clinical placement. Students also completed the Student Satisfaction and Self-confidence in Learning scale and participated in an individual interview following the simulation intervention. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through inductive thematic and interpretative phenomenological analysis.</div></div><div><h3>Results</h3><div>The findings of this research revealed that Simulated Participant simulation demonstrated an increase in self-reported knowledge, skills and attributes necessary for working effectively with mental health consumers. Additionally, students felt better prepared for a mental health placement.</div></div><div><h3>Conclusion</h3><div>Simulation-based education using Simulated Participant methodology was shown to enhance self-reported knowledge, communication skills, clinical reasoning, confidence, and empathy. This educational approach could potentially address the gaps in the current Diploma of Nursing course, resulting in more proficient and effective nursing care for mental health consumers.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101755"},"PeriodicalIF":3.4,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298051","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}

引用次数: 0

Using high fidelity simulation to mitigate workplace violence and incivility 使用高保真模拟来减少工作场所的暴力和不文明行为

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-16 DOI: 10.1016/j.ecns.2025.101762

Caroline Ferzoco MSN, RN, CCRN , Kathleen Ryan Avery MSN, RN, CCRN , Barbara E. Lakatos DNP, PMHCNS-BC, APRN , Christine Murphy MS, PMHCNS-BC, CARN-AP , Mary “Maggie” Ryan MS, RN, CHSE , Pamela Brown Linzer PhD, RN, CPHQ, NEA-BC , Mary Pennington MS, RN, SCRN , Kimberly Leger MSN, RN, NE-BC

{"title":"Using high fidelity simulation to mitigate workplace violence and incivility","authors":"Caroline Ferzoco MSN, RN, CCRN , Kathleen Ryan Avery MSN, RN, CCRN , Barbara E. Lakatos DNP, PMHCNS-BC, APRN , Christine Murphy MS, PMHCNS-BC, CARN-AP , Mary “Maggie” Ryan MS, RN, CHSE , Pamela Brown Linzer PhD, RN, CPHQ, NEA-BC , Mary Pennington MS, RN, SCRN , Kimberly Leger MSN, RN, NE-BC","doi":"10.1016/j.ecns.2025.101762","DOIUrl":"10.1016/j.ecns.2025.101762","url":null,"abstract":"<div><h3>Background</h3><div>Workplace violence (WPV) significantly impacts the nursing workforce. Effective mitigation efforts can enhance safety through early recognition, de-escalation, improved reporting, and support of nurse wellbeing.</div></div><div><h3>Methods</h3><div>A simulation-based WPV program was developed focusing on defining WPV, outlining use of mitigation strategies and highlighting available staff resources within a trauma-informed framework. Simulation utilizing standardized patients enhanced the patient to staff and staff to staff scenarios.</div></div><div><h3>Results</h3><div>Increased reporting of WPV incidents and key learning takeaways were noted post-implementation. Overall, there was a 100% increase in SAFE Response activations from the pre-intervention to post-intervention period with the night shift having the most profound increase. Professional conduct safety reports from nurses increased by 14%.</div></div><div><h3>Conclusions</h3><div>A simulation-based program is an effective and innovative method for providing WPV mitigation training to staff and can be adapted to meet the needs of various healthcare organizations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101762"},"PeriodicalIF":3.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298052","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}

引用次数: 0

Effectiveness of in situ simulation for knowledge of mental health emergencies, aggression minimization skills, and perceived self-confidence among undergraduate nursing students in Oman: A quantitative study 现场模拟对阿曼本科护理学生心理健康突发事件知识、攻击最小化技能和感知自信的有效性：一项定量研究

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-16 DOI: 10.1016/j.ecns.2025.101756

Khalood Al-abri PhD , Judie Arulappan PhD , Divya Kuzhivilayil Yesodharan MSN , Erna Judith Roach PhD , Rasha Abubaker MSN , Mohammed Ghalib Qutishat MSN

{"title":"Effectiveness of in situ simulation for knowledge of mental health emergencies, aggression minimization skills, and perceived self-confidence among undergraduate nursing students in Oman: A quantitative study","authors":"Khalood Al-abri PhD , Judie Arulappan PhD , Divya Kuzhivilayil Yesodharan MSN , Erna Judith Roach PhD , Rasha Abubaker MSN , Mohammed Ghalib Qutishat MSN","doi":"10.1016/j.ecns.2025.101756","DOIUrl":"10.1016/j.ecns.2025.101756","url":null,"abstract":"<div><h3>Background</h3><div>In situ simulation (ISS) is a promising approach for realistic, team-based training in clinical environments, yet its effectiveness for undergraduate nursing students in psychiatric emergency settings remains underexplored. This study evaluated the impact of an ISS training program on students’ knowledge of psychiatric emergencies, aggression minimization skills, and self-confidence, as well as factors influencing training outcomes.</div></div><div><h3>Methods</h3><div>Ninety-one undergraduate nursing students completed a two-day aggression management simulation training program. Data were collected using three instruments. Pre- and post-training scores were compared using the Wilcoxon signed-rank test, and multivariate analysis assessed factors influencing training outcomes.</div></div><div><h3>Results</h3><div>Significant pre-post improvements were observed in knowledge, aggression minimization skills, and confidence (<em>p</em> < .001). Students with lower baseline scores demonstrated greater gains.</div></div><div><h3>Conclusion</h3><div>ISS training significantly enhances nursing students’ competencies in managing psychiatric emergencies. Tailored strategies addressing diverse baseline capabilities are essential. The integration of ISS programs into nursing curricula is recommended to strengthen professional preparedness.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"104 ","pages":"Article 101756"},"PeriodicalIF":3.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298050","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}

引用次数: 0

Ensuring equity in the age of precision health: Pilot results from a novel genomic nursing competency simulation 确保在精确健康的时代公平：试点结果从一个新的基因组护理能力模拟

IF 3.4 3区医学

Clinical Simulation in Nursing Pub Date : 2025-06-14 DOI: 10.1016/j.ecns.2025.101760

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}

引用次数: 0