Clinical Simulation in Nursing最新文献

{"title":"Preparing future healthcare professionals: Role-play and simulation in TeamSTEPPS training","authors":"Kelly Foltz-Ramos PhD, RN, FNP-BC, CHSE-A ,&nbsp;Christopher J. Stavisky PhD, OTR/L ,&nbsp;Michael R. Brown PT, DPT, PhD, OCS, FAAOMPT ,&nbsp;Lisa J. Jacobsen MD, MPH, MSHPEd ,&nbsp;Aimee Larson DMSc, PA-C ,&nbsp;Kenneth V. Snyder MD, PhD, MAS, FACS, FAANS ,&nbsp;Lina R. Vinder EdM ,&nbsp;Nicholas M. Fusco PharmD","doi":"10.1016/j.ecns.2025.101747","DOIUrl":"10.1016/j.ecns.2025.101747","url":null,"abstract":"<div><h3>Background</h3><div>In contemporary healthcare, effective communication among healthcare team members is vital for enhancing patient safety and care delivery outcomes. The Joint Commission has identified communication breakdowns as a major factor in sentinel events. Interprofessional education (IPE) is a key strategy for equipping future healthcare professionals with teamwork and communication skills. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an established IPE program developed to improve team performance and patient safety through improved communication skills. This article introduces an innovative method for teaching TeamSTEPPS to interprofessional students at a large public university.</div></div><div><h3>Methods</h3><div>The study involved 466 students from various health occupations and compared participation in a role-play session prior to simulation versus simulation without role-play.</div></div><div><h3>Results</h3><div>In all participating students, a positive attitude was observed on attitudes toward teamwork. Students who participated in role-play before simulation reported higher confidence in using TeamSTEPPS tools.</div></div><div><h3>Conclusion</h3><div>Role-play prior to simulation can be a strategy to enrich the instructional design to teach TeamSTEPPS tools to a large, diverse group of interprofessional students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101747"},"PeriodicalIF":3.4,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116811","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 nursing assistants’ experiences of empathy development through aging simulation in long-term care: A qualitative study","authors":"Li-Ping Chen MS, RN ,&nbsp;Yeu-Hui Chuang PhD, RN ,&nbsp;Su-Fen Cheng PhD, RN ,&nbsp;Chien-Lin Kuo PhD, RN","doi":"10.1016/j.ecns.2025.101738","DOIUrl":"10.1016/j.ecns.2025.101738","url":null,"abstract":"<div><h3>Background</h3><div>Empathy training for nursing assistants (NAs) in long-term care (LTC) is often insufficient. Although aging simulation has shown promise in enhancing empathy, its effectiveness for NAs remains underexplored.</div></div><div><h3>Aim</h3><div>This study explored NAs’ experiences with an aging simulation program and its effect on empathy toward older residents.</div></div><div><h3>Method</h3><div>A descriptive qualitative design was used. Fifteen NAs from a veterans' home in Taiwan participated in two focus group interviews after the simulation. Data were analyzed using content analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: recognizing unempathetic caregiving practices, experiencing aging and disability challenges, enhancing connection and communication, and transformative learning and growth.</div></div><div><h3>Conclusion</h3><div>Aging simulation, integrating assistive devices, role-playing, and reflection, enhanced NAs’ empathy, fostering a shift in attitude and caregiving approach. Findings support simulation-based training to promote empathetic, person-centered care in LTC.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101738"},"PeriodicalIF":3.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088693","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":"Interdisciplinary online simulation: A collaborative pilot innovation for health professional students","authors":"Belinda K. Judd ,&nbsp;Tayne Ryall ,&nbsp;Christie Van Diggele ,&nbsp;Kellie Britt ,&nbsp;Kelly Squires ,&nbsp;Pauletta Irwin","doi":"10.1016/j.ecns.2025.101731","DOIUrl":"10.1016/j.ecns.2025.101731","url":null,"abstract":"<div><div>Interprofessional learning prepares health graduates to work in collaborative multidisciplinary teams, a cornerstone of quality patient care. Synchronous online cross-institutional multidisciplinary simulation may address some barriers to interprofessional learning. Nineteen participants completed the pilot. Eleven clinical experts from seven health disciplines formed a reference group, and eight students from three disciplines (nursing, pharmacy and physiotherapy) trialed the intervention. This pilot online simulation included case development, reference group review, creation of vignettes, student trials and qualitative evaluation<strong>.</strong> The reference group validated the cases with some minor amendments for professional relevance. Educators confirmed suitability and feasibility. Preliminary findings support students’ development of role clarity and professional identity, with improved collaboration and strong support for interprofessional integration into their studies. The pilot demonstrated feasibility with positive initial feedback. An online interprofessional activity may offer a scalable model for IPL. Future work will explore broader implementation, assessing long term outcomes across diverse healthcare programs.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101731"},"PeriodicalIF":3.4,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098898","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 simulation-based learning experiences on enhancing coping with death in nursing students: An experimental study","authors":"Miguel Ángel Martín-Parrilla ,&nbsp;Noelia Durán-Gómez ,&nbsp;Casimiro Fermín López-Jurado ,&nbsp;Jesús Montanero-Fernández ,&nbsp;Macarena C. Cáceres","doi":"10.1016/j.ecns.2025.101740","DOIUrl":"10.1016/j.ecns.2025.101740","url":null,"abstract":"<div><h3>Introduction</h3><div>Fear of death poses a significant psychological challenge for nursing students, often hindering their abilities to provide effective end-of-life care. Developing coping mechanisms to address this fear is crucial for their professional growth. Simulation-Based Learning Experiences (SBLE) offer a novel pedagogical approach, enabling students to engage with death-related scenarios in a safe and controlled environment.</div></div><div><h3>Objectives</h3><div>This study aimed to assess baseline levels of fear of death among nursing students and evaluate the effectiveness of SBLE in reducing this fear and enhancing their ability to cope with mortality, compared to traditional classroom instruction.</div></div><div><h3>Methods</h3><div>A total of 240 second-year nursing students from the University of Extremadura participated in this randomized experimental study. Participants were allocated to either an intervention group, which underwent SBLE, or a control group receiving traditional classroom instruction. Data were collected at baseline (T0) and postintervention (T1) using the Collett-Lester Brief Fear of Death Scale (BFDS) and Bugen’s Coping with Death Scale (CDS). Paired t-tests and repeated measures ANOVA were employed for statistical analysis.</div></div><div><h3>Results</h3><div>At baseline, both groups exhibited moderate levels of fear of death, with no significant differences. Postintervention, the SBLE group showed a significant increase in coping ability (CDS mean score: 109.16-132.35, <em>p</em> &lt; .001) and a reduction in fear of death, compared to the control group (CDS mean score: 109.34- 118.94, <em>p</em> &lt; .001). Repeated ANOVA measures confirmed the superiority of the SBLE approach (<em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>SBLE effectively reduces nursing students' fear of death and strengthens their coping mechanisms. By integrating reflective and experiential learning, SBLE enhances emotional resilience and prepares students for the challenges of end-of-life care, underscoring its importance in nursing education curricula.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101740"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083878","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 simulation-based education in pre-registration nursing curriculum - Barriers and enablers: An integrative review","authors":"James Naismith,&nbsp;Georgina Willetts,&nbsp;Kerry Hood,&nbsp;Wendy Cross,&nbsp;Loretta Garvey","doi":"10.1016/j.ecns.2025.101748","DOIUrl":"10.1016/j.ecns.2025.101748","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-Based Education (SBE) has long been considered an effective model for teaching pre-registration nursing students. However, several factors impact the successful development and implementation of SBE programs that are sustainable, quality-driven and scalable.</div></div><div><h3>Methods</h3><div>An integrative review was used in the analysis of qualitative, quantitative, and mixed methodology papers, in the context of SBE programs in pre-registration nursing programs.</div></div><div><h3>Results</h3><div>About 1151 articles were originally identified, and the data was further analyzed in three phases with 17 articles remaining, eight articles were deemed suitable for review. Thematic analysis revealed three themes: Resources, Faculty development, and Embedding into practice.</div></div><div><h3>Conclusion</h3><div>SBE is considered an effective model for delivering education in pre-registration nursing programs. However, several factors impact the effectiveness of these programs when embedding them into nursing curricula. The most critical component to success was the utilization of simulation design frameworks which are underpinned by strong pedagogical methodologies.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101748"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084520","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":"Cross-cultural validation of the Debriefing Experience Scale: French version","authors":"Patrick Lavoie ,&nbsp;Imène Khetir ,&nbsp;Sylvain Boloré ,&nbsp;Isabelle Bouchard ,&nbsp;Sylvie Charette ,&nbsp;Isabelle Ledoux ,&nbsp;Samuel Ouellette ,&nbsp;Shelly J. Reed ,&nbsp;Tanya Mailhot","doi":"10.1016/j.ecns.2025.101750","DOIUrl":"10.1016/j.ecns.2025.101750","url":null,"abstract":"<div><h3>Background</h3><div>High-quality debriefing is critical for effective simulation-based education; reliable tools are needed to assess its quality. Such tools must be validated for use with diverse populations, including French-speaking learners, to ensure their applicability across cultural and linguistic contexts. The French version of the Debriefing Experience Scale (DES-FR) was developed to address this need.</div></div><div><h3>Methods</h3><div>A total of 396 French-speaking healthcare students completed the DES-FR. Internal consistency, test-retest reliability, confirmatory factor analysis, and measurement invariance were assessed.</div></div><div><h3>Results</h3><div>The DES-FR showed excellent internal consistency, good to excellent test-retest reliability, and strong structural validity, supporting a four-factor model. Metric invariance was achieved for the Experience scale, while partial invariance was observed for the Importance scale.</div></div><div><h3>Conclusions</h3><div>The DES-FR is a robust instrument with strong psychometric properties, suitable for assessing debriefing quality in simulation-based education among French-speaking healthcare students.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101750"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084519","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":"Simulation Tool to Enhance Psychological Safety 2.0 (STEPS 2.0): Utilizing simulation expert feedback to continuously improve a visual aid","authors":"Jacqueline Vaughn PhD, RN, CHSE-A ,&nbsp;Shannon H. Ford PhD, APRN, CPNP-PC, CNE ,&nbsp;Laura Killam RN, MScN ,&nbsp;Hannah Altergott DNP, RN, CNE ,&nbsp;Stephanie Sims MSN, RN, CHSE","doi":"10.1016/j.ecns.2025.101735","DOIUrl":"10.1016/j.ecns.2025.101735","url":null,"abstract":"<div><h3>Background</h3><div>The Simulation Tool to Enhance Psychological Safety (STEPS) cube is a novel visual aid that has demonstrated it can foster a psychologically safer learning environment in simulation-based activities. This article details enhancements made to STEPS based on feedback from simulation educational experts.</div></div><div><h3>Method</h3><div>Eighty-one simulation educators completed a post-survey.</div></div><div><h3>Results</h3><div>Feedback was postive for STEPS' representation of psychological safety constructs.</div></div><div><h3>Conclusion</h3><div>Leveraging the expertise of simulation educators, the revised tool, STEPS 2.0, aims to add to the body of evidence to improve psychological safety in simulation-based learning environments</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101735"},"PeriodicalIF":3.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088860","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":"Nursing presence—Teaching the art of nursing through the use of high-fidelity simulation: A descriptive observational study","authors":"Carol T. Kostovich PhD, RN, CHSE, ANEF ,&nbsp;Jeanne Van Denack MSN, RN","doi":"10.1016/j.ecns.2025.101733","DOIUrl":"10.1016/j.ecns.2025.101733","url":null,"abstract":"<div><h3>Background</h3><div>Nursing <em>presence</em> is the knowledge-based “doing for” while emotionally “being with” the patient. The American Association of Colleges of Nursing (2021) identifies <em>being present</em> as a competency necessary for the delivery of person-centered nursing care.</div></div><div><h3>Methods</h3><div><em>Presence</em> was taught to prelicensure nursing students. During high-fidelity simulations, students were given cues that opportunities to demonstrate <em>presence</em> behaviors to their patients existed.</div></div><div><h3>Results</h3><div>Using the Presence of Nursing Scale-RN Version as the codebook, faculty identified 92 occasions when students were <em>present</em> to their patients across 27 simulation scenarios.</div></div><div><h3>Conclusion</h3><div>When taught about <em>presence</em> and <em>presence</em> behaviors, prelicensure students were able to recognize and act upon opportunities to implement <em>presence</em> behaviors while participating in high-fidelity simulations.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101733"},"PeriodicalIF":3.4,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072572","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":"Psychological safety and perspectives of standardized patients living with obesity","authors":"Tracy L. Oliver PhD, RDN, LDN ,&nbsp;Rebecca Shenkman MPH, RDN, LDN ,&nbsp;Lisa K. Diewald MS, RD, LDN ,&nbsp;Maggie Ahlfeld BSNc ,&nbsp;Gail E. Furman PhD, RN, CHSE ,&nbsp;Bette Mariani PhD, RN, ANEF, FAAN","doi":"10.1016/j.ecns.2025.101737","DOIUrl":"10.1016/j.ecns.2025.101737","url":null,"abstract":"<div><h3>Background</h3><div>Standardized patients (SP) are essential in simulation-based experiences (SBEs). Ensuring SPs' psychological safety is vital when participating in encounters that may activate negative or stigmatizing feelings. The purpose of this study was to harness insights of SPs specifically selected because of higher body weight, to understand the personal and professional experiences of SPs with obesity, and to inform and enhance obesity-related SBEs for nursing students.</div></div><div><h3>Methods</h3><div>Six SPs participated in weight bias intervention SBEs. Pre- and post-intervention focus groups were conducted, transcribed verbatim, and analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged: (a) Recalling weight bias experiences; (b) Balancing bias experiences with a desire to influence practitioners; (c) Benefiting others; and (d) Promoting individual and systemic changes.</div></div><div><h3>Conclusions</h3><div>SPs with obesity can contribute valuable perspectives, advancing best practices for weight bias SBE interventions. Following evidence-based guidelines, including debriefing opportunities, can promote a safer learning environment for SPs and students and, ultimately, safe, equitable patient care.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101737"},"PeriodicalIF":3.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of virtual reality in training operating room nurses for robotic arm surgery","authors":"Yi-Hung Lai RN, MSN ,&nbsp;Mei-Yu Chang RN, MSN ,&nbsp;Mei-Rong Weng RN, MSN ,&nbsp;Pei-Ling Chiu RN, MSN ,&nbsp;Tsu-Yin Wu PhD, RN, FAAN ,&nbsp;Su-Chiu Wang RN, MSN","doi":"10.1016/j.ecns.2025.101728","DOIUrl":"10.1016/j.ecns.2025.101728","url":null,"abstract":"<div><h3>Background</h3><div>Operating room nurses for robotic arm surgery require comprehensive training to ensure their proficiency in operating high-tech equipment, ensuring patient safety, and effectively managing surgical processes. Virtual reality (VR) has proven benefits in nurse education in enhancing knowledge and complementing other simulation strategies, resulting in better quality and safety of clinical practice. However, despite the rapid advancement in VR-assisted teaching, little research has yet been focused on their application for nurse-training for robotic arm surgery.</div></div><div><h3>Purposes</h3><div>This study aimed to develop an experiential learning VR (EL-VR) training program as a supportive teaching and training tool based on VR technology for operating room nurses, focusing on Transoral Robotic Surgery (TORS), and to evaluate its effectiveness by comparing it with traditional practical training methods.</div></div><div><h3>Methods</h3><div>An experimental research design was used with a convenience sample of operating room nurses with less than two years of work experience at a medical center in central Taiwan. Nurses were randomly assigned to either the experimental or the control group. The experimental group took an hour long 'robotic surgery virtual reality' teaching course, followed by traditional practical training in the operating room. The control group received the traditional practical training in the operating room. After completing the training, both groups were evaluated in terms of teaching effectiveness based on measures including learning motivation, sense of presence, cognitive load, technology acceptance, and satisfaction with the learning approach.</div></div><div><h3>Results</h3><div>We studied a total of 82 nurse participants, with 41 in the VR group and 41 in the control group. We found significantly higher scores in the VR group compared with the control group in several areas, including learning motivation (4.94 ± 0.25 vs. 3.23 ± 0.94, <em>p</em> &lt; .001), sense of presence (4.37 ± 0.90 vs. 3.13 ± 0.70, <em>p</em> &lt; .001), perceived usefulness of the technology (4.66 ± 0.63 vs. 3.41 ± 0.95, <em>p</em> &lt; .001), perceived ease of use of the technology (4.72 ± 0.50 vs. 3.16 ± 0.83, <em>p</em> &lt; .001), and satisfaction with the learning approach (4.76 ± 0.55 vs. 3.26 ± 0.87, <em>p</em> &lt; .001). Conversely, the control group had significantly higher scores in cognitive load, specifically the mental load (3.84 ± 1.04 vs. 3.22 ± 2.34, <em>p</em> &lt; .007) and mental effort (4.09 ± 1.43 vs. 3.19 ± 2.37, <em>p</em> = .008).</div></div><div><h3>Conclusion</h3><div>VR assisted teaching significantly helped operating room nurses to become familiar with robotic arm equipment and surgical procedures, providing a more effective learning Experience.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"103 ","pages":"Article 101728"},"PeriodicalIF":3.4,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895043","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}