Clinical Simulation in Nursing最新文献_第9页

Robotic Telepresence and Face-to-Face Collaborative Nursing Simulation: A Correlational, Cross-Sectional Study 机器人远程呈现与面对面协作护理模拟：一项相关的横断面研究

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-04-04 DOI: 10.1016/j.ecns.2024.101525

Kathleen M. Huun PhD , James E. Slaven MS

{"title":"Robotic Telepresence and Face-to-Face Collaborative Nursing Simulation: A Correlational, Cross-Sectional Study","authors":"Kathleen M. Huun PhD , James E. Slaven MS","doi":"10.1016/j.ecns.2024.101525","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101525","url":null,"abstract":"<div><h3>Background</h3><p>Mobile robotic telepresence provides an equitable opportunity for distance learners to collaborate with face-to-face counterparts through live simulation at a campus-based <em>point of learning</em>. The Technology Acceptance Model serves as the theoretical framework regarding ease of use and perceived usefulness of telepresence robots as the stress and anxiety of simulation and novel technologies can impact learning.</p></div><div><h3>Methods</h3><p>Using peer/collaborative learning, waves of undergraduate nursing student dyads (distance/telepresence with face-to-face) provided patient care in multiroom simulations. The correlational, cross-sectional study surveyed students to assess a relationship between anxiety, use of new technology, and student satisfaction, and self-confidence in learning.</p></div><div><h3>Results</h3><p>State trait anxiety inventory scores were significantly higher in distance/telepresence students. The mean overall score for satisfaction/self-confidence in learning was favorable for all students.</p></div><div><h3>Conclusion</h3><p>Telepresence robots in simulation may increase learner acceptance and readiness to use such technology within their future practice.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140343754","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 Professional Integrity on Simulation Learning Outcomes –A Systematic Review Protocol 职业诚信对模拟学习成果的影响--系统综述规程

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-04-01 DOI: 10.1016/j.ecns.2023.101508

INACSL Standards Committee, Neena Xavier MD, FACE , Jamie Quinn MSIS, AHIP , Brayton Amidon MSN, RN, CHSE , Roxie Barnes PhD, MSN, RN, CCRN, CHSE , Leigh Dunning MSN, RN, MEDSURG-BC, CHSE

{"title":"The Impact of Professional Integrity on Simulation Learning Outcomes –A Systematic Review Protocol","authors":"INACSL Standards Committee, Neena Xavier MD, FACE , Jamie Quinn MSIS, AHIP , Brayton Amidon MSN, RN, CHSE , Roxie Barnes PhD, MSN, RN, CCRN, CHSE , Leigh Dunning MSN, RN, MEDSURG-BC, CHSE","doi":"10.1016/j.ecns.2023.101508","DOIUrl":"10.1016/j.ecns.2023.101508","url":null,"abstract":"<div><h3>Background</h3><p>Factors outside of formal didactic sessions during healthcare education can influence students’ learning and achievement of desired learning outcomes. Healthcare Simulation Standards of Best Practice<sup>TM</sup> emphasize the importance of maintaining a safe environment in the implementation of simulation-based experiences. However, a current literature gap exists regarding the impact of professional integrity on learning outcomes in the simulation environment.</p></div><div><h3>Aim</h3><p>This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe professional integrity in the simulation environment and its impact upon healthcare learners’ knowledge, skills, attitudes, and behaviors.</p></div><div><h3>Methods</h3><p>An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across six databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.</p></div><div><h3>Expected Results</h3><p>The systematic review will inform evidence-based practices related to professional integrity criteria to support the delivery of high-quality simulation that promote a culture of inclusion, trust, and safety.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139509823","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 Simulation Facilitation on Learning Outcomes – A Systematic Review Protocol 模拟促进对学习成果的影响--系统综述规程

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-04-01 DOI: 10.1016/j.ecns.2023.101506

INACSL Standards Committee, Heiddy DiGregorio PhD, APRN, PCNS-BC, CHSE, CNE , Andrew Todd MLIS, BSN , Brittany A. Brennan PhD, RN, CHSE, CNE , Christine Repsha PhD, RN, FNP-BC, CHSE , Chasity M. Shelton PharmD, FCCCP, FNAP, BCPS, PCPPS , Jacqueline Vaughn PhD, RN, CHSE , Lisa Marie Wands PhD, RN, CHSE-A, CNE , Ellen Wruble PT, DScPT, MS, CWS, FACCWS , Caitlin Yeager PhD, RNC-NICC, CHSE, CNE

{"title":"The Impact of Simulation Facilitation on Learning Outcomes – A Systematic Review Protocol","authors":"INACSL Standards Committee, Heiddy DiGregorio PhD, APRN, PCNS-BC, CHSE, CNE , Andrew Todd MLIS, BSN , Brittany A. Brennan PhD, RN, CHSE, CNE , Christine Repsha PhD, RN, FNP-BC, CHSE , Chasity M. Shelton PharmD, FCCCP, FNAP, BCPS, PCPPS , Jacqueline Vaughn PhD, RN, CHSE , Lisa Marie Wands PhD, RN, CHSE-A, CNE , Ellen Wruble PT, DScPT, MS, CWS, FACCWS , Caitlin Yeager PhD, RNC-NICC, CHSE, CNE","doi":"10.1016/j.ecns.2023.101506","DOIUrl":"10.1016/j.ecns.2023.101506","url":null,"abstract":"<div><h3>Background</h3><p>Extant simulation literature guides facilitators to tailor desired outcomes to the level of the learner, create psychologically safe and realistic learning environments, and provide a comprehensive simulation experience. Healthcare Simulation Standards of Best Practice<sup>TM</sup> emphasize the role of a skilled facilitator in delivering effective healthcare simulation. However, there is a paucity of research evaluating the impact of facilitation upon learning outcomes in the simulation environment.</p></div><div><h3>Aim</h3><p>This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe simulation facilitation and its impact upon healthcare learners’ knowledge, skills, attitudes, and behaviors.</p></div><div><h3>Methods</h3><p>An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across seven databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.</p></div><div><h3>Expected Results</h3><p>The systematic review will inform evidence-based practices related to the facilitation process to support the delivery of high-quality simulation that promote a culture of inclusion, trust, and safety.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558162","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 Prebriefing on Simulation Learning Outcomes – A Systematic Review Protocol 前期简报对模拟学习成果的影响--系统性回顾规程

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-04-01 DOI: 10.1016/j.ecns.2023.101507

Lori Persico PhD, RN, CHSE , Sudha Ramakrishnan MSIS , Robert Catena MN, RN, CHSE, CCSNE , Matt Charnetski PhD, MN, BA , Niki Fogg PhD RN, CPN, CHSE, CNE , Meghan Jones MSN, RN, CHSE-A , Jocelyn Ludlow PhD, RN, CNE, CHSE, CMSRN , Heather MacLean MN, RN, CHSE, CCNE, CCSNE , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN , Samantha Smeltzer DNP, RN CHSE , Adrienne Wilk PhD, RN, CNE, CHSE, CHSOS-A , Barbara Wilson-Keates PhD, RN, CCSNE

{"title":"The Impact of Prebriefing on Simulation Learning Outcomes – A Systematic Review Protocol","authors":"Lori Persico PhD, RN, CHSE , Sudha Ramakrishnan MSIS , Robert Catena MN, RN, CHSE, CCSNE , Matt Charnetski PhD, MN, BA , Niki Fogg PhD RN, CPN, CHSE, CNE , Meghan Jones MSN, RN, CHSE-A , Jocelyn Ludlow PhD, RN, CNE, CHSE, CMSRN , Heather MacLean MN, RN, CHSE, CCNE, CCSNE , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN , Samantha Smeltzer DNP, RN CHSE , Adrienne Wilk PhD, RN, CNE, CHSE, CHSOS-A , Barbara Wilson-Keates PhD, RN, CCSNE","doi":"10.1016/j.ecns.2023.101507","DOIUrl":"10.1016/j.ecns.2023.101507","url":null,"abstract":"<div><h3>Background</h3><p>Factors outside of formal didactic sessions during healthcare education can influence students’ learning and achievement of desired learning outcomes. The Healthcare Simulation Standards of Best Practice<sup>TM</sup> emphasize the importance of prebriefing in the implementation of simulation-based experiences to create a safe learning environment. However, a current literature gap exists regarding the impact of prebriefing on learning outcomes in the simulation environment.</p></div><div><h3>Aim</h3><p>This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe prebriefing in the simulation environment and its impact on healthcare learners’ knowledge, skills, attitudes, and behaviors.</p></div><div><h3>Methods</h3><p>An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across ten databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.</p></div><div><h3>Expected Results</h3><p>The systematic review will inform evidence-based practices related to prebriefing criteria to support the delivery of high-quality simulations that promote a culture of inclusion, trust, and safety.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558155","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 the Simulation Debriefing Process on Learning Outcomes – An Umbrella Review Protocol 模拟汇报过程对学习成果的影响--总体审查协议

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-04-01 DOI: 10.1016/j.ecns.2023.101505

INACSL Standards Committee, Sharon Decker PhD, RN, FSSH, ANEF, FAAN , Alysha Sapp MLIS, AHIP , Lauren Bibin DNP, CNM, APRN, CNE, CHSE, CHSOS , Michelle R. Brown PhD, MLS(ASCP)SBB, CHSE , Scott B. Crawford MD, FACEP, FSSH, CHSOS , J. Jabeen Fayyaz MD, FCPS, MCPS, DCH, SHSE, PhD, MIGH IHP , Brandon Kyle Johnson PhD, RN, CHSE, ANEF , Jessica Szydlowski Pittman DNP, CRNA

{"title":"The Impact of the Simulation Debriefing Process on Learning Outcomes – An Umbrella Review Protocol","authors":"INACSL Standards Committee, Sharon Decker PhD, RN, FSSH, ANEF, FAAN , Alysha Sapp MLIS, AHIP , Lauren Bibin DNP, CNM, APRN, CNE, CHSE, CHSOS , Michelle R. Brown PhD, MLS(ASCP)SBB, CHSE , Scott B. Crawford MD, FACEP, FSSH, CHSOS , J. Jabeen Fayyaz MD, FCPS, MCPS, DCH, SHSE, PhD, MIGH IHP , Brandon Kyle Johnson PhD, RN, CHSE, ANEF , Jessica Szydlowski Pittman DNP, CRNA","doi":"10.1016/j.ecns.2023.101505","DOIUrl":"10.1016/j.ecns.2023.101505","url":null,"abstract":"<div><h3>Background</h3><p>Over the past decade, organizations have written and adapted standards to help educators debrief simulation-based experiences. The Healthcare Simulation Standards of Best Practice<sup>TM</sup> emphasize the significance of a debriefing process to create an environment of safe learning. However, a current gap in the literature exists regarding the impact of incorporating the vital element of debriefing upon learning outcomes in the simulation environment.</p></div><div><h3>Aim</h3><p>This umbrella review protocol outlines the identification, critical appraisal, and synthesis of the impact of the debriefing process upon healthcare learners’ knowledge, skills, attitudes, and behaviors.</p></div><div><h3>Methods</h3><p>An interprofessional committee of simulation educators under the guidance of a health science librarian will search five databases for review articles using the Joanna Briggs Institute methodology. Inclusion criteria will include systematic reviews that focus on the impact of the debriefing process on healthcare learners’ outcomes. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.</p></div><div><h3>Expected Results</h3><p>The umbrella review will inform evidence-based practices related to the debriefing process to support the delivery of high-quality simulation that promote a culture of inclusion, trust, and safety.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558308","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

Ethical Considerations in Reporting Simulation-Based Education Research 报告模拟教育研究的伦理考虑因素

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-28 DOI: 10.1016/j.ecns.2024.101529

Lisa McKenna RN, PhD

引用次数: 0

Psychological Safety in Simulation and Psychological Intrinsic Factors Among Korean Undergraduate Nursing Students: A Cross-Sectional Study 韩国护理专业本科生在模拟教学中的心理安全和心理内在因素：横断面研究

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-20 DOI: 10.1016/j.ecns.2024.101523

Hee Jun Kim PhD , Laura Sessions PhD , Su Jin Jung PhD , Ju-Eun Song PhD , Crystel L. Farina PhD , Majeda M. El-Banna PhD

{"title":"Psychological Safety in Simulation and Psychological Intrinsic Factors Among Korean Undergraduate Nursing Students: A Cross-Sectional Study","authors":"Hee Jun Kim PhD , Laura Sessions PhD , Su Jin Jung PhD , Ju-Eun Song PhD , Crystel L. Farina PhD , Majeda M. El-Banna PhD","doi":"10.1016/j.ecns.2024.101523","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101523","url":null,"abstract":"<div><h3>Background</h3><p>There is a gap in the literature exploring individual students' psychological intrinsic factors and how these factors influence psychological safety in simulation among nursing students with diverse cultural backgrounds. The aim of this study was to explore the associations between psychological safety in simulation and students’ individual psychological intrinsic factors, including self-compassion, anxiety sensitivity, and resilience.</p></div><div><h3>Methods</h3><p>This study was the first part of a multicultural comparison study on satisfaction and psychological safety in simulation, and a comparison of intrinsic characteristics between nursing students in South Korea and the United States, using a descriptive, exploratory, and correlational design. An online survey was used to measure the study variables for 186 Korean students. Data were analyzed using descriptive statistics, Pearson's correlation, and linear mixed models to examine factors associated with psychological safety.</p></div><div><h3>Results</h3><p>All the psychological intrinsic factors (self-compassion, anxiety sensitivity, and resilience) were significantly associated with psychological safety, after controlling the demographic characteristics. Higher psychological safety was associated with higher self-compassion (<em>p = .014</em>), lower anxiety sensitivity (<em>p < .001</em>), and higher resilience (<em>p = .018</em>).</p></div><div><h3>Conclusion</h3><p>Psychological safety in simulation is influenced by students’ psychological intrinsic factors. Efforts to recognize anxiety sensitivity, students’ self-compassion and resilience would be essential to provide a psychologically safe educational environment for nursing.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163507","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

Simulation as an Element of Second Victim Recovery Programs Following Patient Safety Incidents: A Scoping Review 模拟作为患者安全事故后第二受害者康复计划的一个要素：范围审查

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-18 DOI: 10.1016/j.ecns.2024.101512

Monica Peddle RN, PhD , Rachel Cross RN , Lauren Parkinson-Zarb RN, PhD

{"title":"Simulation as an Element of Second Victim Recovery Programs Following Patient Safety Incidents: A Scoping Review","authors":"Monica Peddle RN, PhD , Rachel Cross RN , Lauren Parkinson-Zarb RN, PhD","doi":"10.1016/j.ecns.2024.101512","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101512","url":null,"abstract":"<div><p>Health professionals impacted by patient safety incidents are referred to as 'second victims'. The aim of this review was to map available information on second victim recovery programs for nurses following a patient safety incident which employs education and training via simulation methodology. A scoping review was undertaken with a literature search conducted between 2021 and 2023 using the CINAHL (EBSCO), MEDLINE, ProQuest (Nursing), EMBASE (Ovid), Scopus, ERIC, Web of Science, PubMed and PsycINFO (OVID) databases and included reference lists. A total of six papers were included. Simulation methods were used in the training of peer responders, with no papers discussing the use of formal educative approaches or simulation in support programs for second victims. Some evidence identified denoted recovery elements in second victims. More evidence is required to classify the recovery status of second victims and to understand the appropriateness of educative approaches in second victim support programs, specifically the role of simulation and it's potential to positively influence learners’ skills, emotions, and ability to reflect constructively on past patient safety incidents.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000045/pdfft?md5=30a44eed2446349b9379af097863c894&pid=1-s2.0-S1876139924000045-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140161090","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}

引用次数: 0

Randomized Controlled Trial Comparing Simulation Modalities in First Year Nursing Students 护理专业一年级学生模拟模式比较随机对照试验

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-15 DOI: 10.1016/j.ecns.2024.101521

Valerie Pauli EdD, MSN, RN, ACNS-BC, CNE, Kathryn Hughesdon PhD, RN

{"title":"Randomized Controlled Trial Comparing Simulation Modalities in First Year Nursing Students","authors":"Valerie Pauli EdD, MSN, RN, ACNS-BC, CNE, Kathryn Hughesdon PhD, RN","doi":"10.1016/j.ecns.2024.101521","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101521","url":null,"abstract":"<div><h3>Background</h3><p>This study explored differences in knowledge, skill, and confidence, of first-year baccalaureate nursing students (N=104) who completed either a low-fidelity simulation (control group, n=46) or a web-based virtual reality (WebVR) simulation (experimental group, n=56) related to the nursing concept of airway management.</p></div><div><h3>Methods</h3><p>A randomized controlled trial, mixed methods, pre-test post-test design was used in this study.</p></div><div><h3>Results</h3><p>Both groups had an increase in mean scores, on both outcome measures. Participants in the control group had significantly greater differences (<em>p</em><.05) on the knowledge and skills survey and the confidence survey compared to the experimental group. Qualitative findings revealed students from both groups perceived gains in improving assessment and communication skills, and future practice would be impacted by better prioritization abilities. While students perceived the WebVR to be useful, they did not feel it was easy to use which resulted in feeling stressed.</p></div><div><h3>Conclusion</h3><p>Low-fidelity simulation might be more beneficial than WebVR simulations with first-year nursing students.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140138302","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 Standardized Patients on First-Year Nursing Students’ Communication Skills 标准化病人对护理专业一年级学生沟通技巧的影响

IF 2.6 3区医学

Clinical Simulation in Nursing Pub Date : 2024-03-13 DOI: 10.1016/j.ecns.2024.101513

Jennifer Gunberg Ross PhD, RN, CNE, ANEF, Gail Furman PhD, RN, CHSE-A, Ann Scheve MSN, RN

{"title":"The Impact of Standardized Patients on First-Year Nursing Students’ Communication Skills","authors":"Jennifer Gunberg Ross PhD, RN, CNE, ANEF, Gail Furman PhD, RN, CHSE-A, Ann Scheve MSN, RN","doi":"10.1016/j.ecns.2024.101513","DOIUrl":"https://doi.org/10.1016/j.ecns.2024.101513","url":null,"abstract":"<div><h3>Background</h3><p>Therapeutic communication is essential for nurses to foster rapport with patients and promote safe patient care. Nursing students frequently identify that patient communication is challenging. Limited evidence exists related to simulation with standardized patients focused on therapeutic communication outside of psychiatric and mental health settings in nursing education. This pilot study investigated the effect of therapeutic communication simulation with standardized patients on first-year baccalaureate nursing students’ therapeutic communication skill.</p></div><div><h3>Methods</h3><p>One-hundred thirty-two baccalaureate nursing students participated in this two-group quasi-experimental pilot study. Members of the control group participated in standard learning activities related to therapeutic communication, while members of the experimental group also engaged in a therapeutic communication simulation-based experience with standardized patients.</p></div><div><h3>Results</h3><p>The experimental group had significantly higher therapeutic communication skill than the control group.</p></div><div><h3>Conclusion</h3><p>Simulation with standardized patients supports therapeutic communication skill development. More research is needed to understand the impact of simulation with standardized patients on nursing students’ outcomes related to therapeutic communication outside of psychiatric and mental health nursing, including therapeutic communication knowledge and transfer of skill.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113336","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