Simulation in Healthcare-Journal of the Society for Simulation in Healthcare最新文献

{"title":"After the Storm: Empowering Nursing Students Through Postdisaster Simulation.","authors":"Kristin E Davies, Lori A Kokoszka, Teresa Lamarra","doi":"10.1097/SIH.0000000000000897","DOIUrl":"10.1097/SIH.0000000000000897","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"272-273"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446340","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":"Competency-Based Simulation Training for Procedural Skills: A Systematic Review and Meta-analysis.","authors":"Julia H Vermylen, Elaine R Cohen, David A Cook, William C McGaghie, S Barry Issenberg, Jason Arnold, Heather Ballard, Mohammad Bayoumi, Molly Beestrum, Remy Bremner, Scott Crawford, Noah Einstein, Candace Mannarino, Asit Misra, Tadaki M Tomita, Heidi Waldron, Frank Yanko, David O Kessler","doi":"10.1097/SIH.0000000000000895","DOIUrl":"10.1097/SIH.0000000000000895","url":null,"abstract":"<p><strong>Summary statement: </strong>We conducted a systematic review of competency-based simulation education for medical procedural skills, encompassing a diverse range of healthcare domains and professions. Meta-analysis showed competency-based simulation is more effective than noncompetency-based simulation for skill outcomes (large effect). Outcomes are favorable, but small, for behaviors in practice and patient effects. Specific instructional design features examining different simulators and different types and sources of feedback were common themes identified among studies though no instructional design features were found to have significant impact on skill acquisition. This review also identified significant gaps in research including a lack of standardized terminology and reporting methods as well as a limited number of studies assessing the impact on behaviors in practice and patient effects. This study contributes to the ongoing evidence to support competency-based simulation training and highlights the need for further research to enhance the efficacy and efficiency of training of healthcare professionals.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":"231-240"},"PeriodicalIF":2.9,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13412366/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pauses in Compressions During ECPR: Using Simulation to Determine the Cause.","authors":"Ariel Sugarman, David Kessler, Yiqun Lin, Anita Sen, Elizabeth Fischman, Tarif Choudhury","doi":"10.1097/SIH.0000000000000954","DOIUrl":"10.1097/SIH.0000000000000954","url":null,"abstract":"<p><strong>Introduction: </strong>Minimizing chest compression pauses (CCPs) is critical for high-quality CPR and extracorporeal cardiopulmonary resuscitation (ECPR), yet little is known about modifiable factors affecting pause length in ECPR. We sought to identify tasks and communication patterns leading to CCP during simulated pediatric intrahospital cardiac arrest (IHCA) events progressing to ECPR.</p><p><strong>Methods: </strong>In a single-center observational study, we conducted 10 high-fidelity, in situ simulated pediatric IHCA simulations involving interprofessional teams. All simulations were video/audio recorded. Two reviewers analyzed duration, frequency, and specific cause of each CCP and categorized communication patterns (verbal cues to stop and resume compressions). Pause characteristics were compared between the conventional and surgical phases.</p><p><strong>Results: </strong>Pauses were more frequent in the surgical phase (median: 15.5 vs. 2.5 per scenario). While chest compression fraction remained above the AHA 80% guideline in both phases, pause frequency and duration per 2-minute cycle were higher in the surgical phase. The most common causes for pause were pulse checks (26.5%) and surgical procedure/preparation (37.5%). Surgical procedures caused the longest pause (median: 12.0 s). Communication was inconsistent; only 48.6% of pauses had verbal cues for both stopping and resuming compressions, often from different team members.</p><p><strong>Conclusion: </strong>CCP occurs more frequently and is lengthier during surgical tasks in ECPR. The identification of these specific tasks presents an opportunity to implement task-bundling strategies and improve closed-loop communication to minimize pause frequency and duration. Future efforts should address team communication inconsistencies, especially surrounding critical surgical tasks, to enhance patient safety.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632404","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":"The Vital Anaesthesia Simulation Training Facilitation Observation and Rating Method (VAST FORM).","authors":"Adam I Mossenson, Janie A Brown, Michael Moneypenny, Gatwiri Murithi, Mohamed Elaibaid, Vaibhavi Upadhye, Rodrigo Rubio Martinez, Patricia Livingston","doi":"10.1097/SIH.0000000000000935","DOIUrl":"10.1097/SIH.0000000000000935","url":null,"abstract":"<p><strong>Introduction: </strong>The Vital Anaesthesia Simulation Training Facilitation Observation and Rating Method (VAST FORM) is a 5-part tool developed for health care simulation facilitation assessment with context suitability for low-resource settings. This study sought to build validity evidence for its use.</p><p><strong>Methods: </strong>Study participants facilitated simulation cases, used the VAST FORM to guide discussions on facilitation performance, and evaluated the VAST FORM's practicality, utility for learning, and ease of use. Their facilitation was also assessed by raters using Parts 4 and 5 of the VAST FORM; inter-rater reliability was calculated using intraclass correlations (ICC) with 95% confidence intervals (CIs) using the 2-way random absolute agreement, ICC2 and ICC2k. The Spearman correlation coefficient was calculated between scores in Parts 4 and 5, and the scores in Parts 4 and 5 were also compared with prior facilitation experience.</p><p><strong>Results: </strong>Study participants valued the use of the VAST FORM. For Part 4, agreement for the total score was good to excellent overall, total ICC2=0.76, 95% CI=0.42-0.89; ICC2k=0.90, 95% CI=0.68-0.96. Internal consistency was excellent, α=0.95, 95% CI=0.90-0.97. For Part 5, agreement was moderate for individual raters, but good when averaged across all raters (ICC2=0.59, 95% CI=0.42-0.73; ICC2k=0.85, 95% CI=0.74-0.92. The scores for Parts 4 and 5 were strongly correlated ( r =0.91, P <0.00001), as was higher scoring with more facilitation experience.</p><p><strong>Discussion: </strong>This study provides evidence supporting the use of VAST FORM. The simulation community now has a contextually informed resource to support simulation faculty development in low-resource settings.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147787109","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":"Immersive Virtual Reality Simulation Design in Healthcare Education: A Scoping Review.","authors":"Jennifer Mangan, John Rae, Pauletta Irwin, Judith Anderson, Donovan Jones","doi":"10.1097/SIH.0000000000000952","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000952","url":null,"abstract":"<p><p>The objective of this review is to identify and explore the key concepts and types of evidence for immersive virtual reality simulation design within the context of healthcare education. Immersive virtual reality simulation is being used increasingly within healthcare education, but there is a paucity of literature available to guide its effective design. A \"Population, Context, and Concept\" framework was established to identify articles about healthcare education and the design of immersive virtual reality simulation. In March 2023, a search was conducted using CINAHL, Medline, ERIC, and Scopus, where 13 articles were determined as eligible. This search was repeated in March 2024, where a further 15 articles were determined as eligible. The literature highlighted 3 themes, which included rationale, content design and modification, and simulation development. The emergent themes and their interactions form a framework that can be used by educators to guide the design of immersive virtual reality simulations.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363235","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":"Development and Evaluation of a Virtual Reality Module for Emergency Front-of-Neck Access Training.","authors":"Caoimhe C Duffy, Hyun Kim, Dani Weber, Dheeraj Baji, Gary Alan Bass, Joshua H Atkins, Noel Williams, Kristoffel Dumon","doi":"10.1097/SIH.0000000000000951","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000951","url":null,"abstract":"<p><strong>Background: </strong>Emergency front-of-neck access is a high-acuity, low-occurrence procedure in \"can't intubate, can't oxygenate\" events. Training opportunities are limited, and confidence declines without repeated practice. Virtual reality (VR) offers standardized rehearsal without the logistical requirements of cadaveric or task-trainer models. We evaluated an immersive VR emergency front-of-neck access module by collecting validity evidence related to content, presentation, and learner experience.</p><p><strong>Methods: </strong>We conducted a prospective study at a quaternary academic medical center. Sixty-one participants completed the module, including 21 expert clinicians across airway-related specialties and forty postgraduate year-1 surgical interns. A structured survey assessed usability, realism, immersion, effectiveness, and clinical relevance. Experts completed a content validity assessment using item-level and scale-level indices. Automated metrics captured completion time and accuracy. Ordinal data were summarized as medians with interquartile ranges, and group comparisons used the Mann-Whitney U test.</p><p><strong>Results: </strong>Participants rated the module highly for usefulness and relevance. Novices reported higher ease-of-use scores. Experts reported greater preparedness for a can't intubate, can't oxygenate scenario after completing the module. Content validity assessment showed good agreement, with a scale-level index of 0.844. Procedural-sequence and anatomical-fidelity items had the highest agreement, while decision-making cues had lower agreement. Experts completed the module in a median of 14.3 minutes. Free-text responses highlighted accessibility, realism, and suitability for repeated practice, with anticipated limitations related to absent haptic feedback.</p><p><strong>Conclusions: </strong>In this preliminary evaluation, we collected favorable validity evidence to face, content, and usability across disciplines. Immersive VR may offer an additional modality to support rehearsal of this high-acuity, low-occurrence procedure; however, its impact on procedural performance and patient outcomes remains to be established.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363283","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":"Integrating Entrustable Professional Activities in Simulation-Based Health Care Education: A Systematic Literature Review.","authors":"Isabele Pardo, Julia M G Ferreira, Maria C Gutfreund, Mariana K Hsieh, Pietra Sovero, Lucca M Duda Tavares, Rodrigo O Deliberato, Vinicius S Marra, Pedro S Marra, Michelle E J Kim, Gabriela D V Guerra, Daniel Loeb, Alexandre R Marra, Eneida A Mendonça, José R Generoso","doi":"10.1097/SIH.0000000000000950","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000950","url":null,"abstract":"<p><p>Entrustable professional activities (EPAs) transform abstract clinical competencies into practical measurable tasks. Integrating simulation and EPAs may support continuous improvement in health professions training by linking competency development and observable clinical tasks in a standardized environment. This study analyses the usability of EPAs in simulation-based education. The review search was conducted in 6 databases up to May 27, 2025. Twenty-two studies, including 3144 health care trainees, were included. EPA-integrated simulations improved learners' confidence across different stages of health care training. EPA-based evaluations in simulation also yield moderately to highly reliable scores and show emerging validity with positive correlation with other competence measures. Important practical barriers include high resource requirements, rater calibration, and assessment challenges. EPAs in simulation-based health care education, especially up to the graduate level, may be valid tools to support learning and feedback. Preliminary evidence suggests potential utility for competency-based progression, but further research is needed to define a resource-sensitive implementation.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266744","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":"Technology-Assisted Training for Ultrasound-Guided Peripheral IV Access by Nurses: A Randomized Educational Study.","authors":"Lucas Di Meglio, Anas Halioua, Rachel Sossa, Fanny Timera, Estelle Dubus, Peggy Reiner, Eric Jouvent, Mikael Mazighi","doi":"10.1097/SIH.0000000000000949","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000949","url":null,"abstract":"<p><strong>Introduction: </strong>Ultrasound-guided peripheral venous catheter (PVC) placement is increasingly performed by nurses and requires the acquisition of complex visuomotor and cognitive skills. Technology-enhanced guidance tools have been developed to facilitate learning, yet their educational benefit when added to existing training curricula remains uncertain, particularly in paramedical populations.</p><p><strong>Methods: </strong>We conducted a single-center, randomized educational study comparing standard training with technology-assisted training for ultrasound-guided PVC placement among nurses. Twenty nurses were randomized to a control group (standard training; n=11) or an intervention group (standard training plus use of an ultrasound guidance/visualization device; n=9). All participants received identical theoretical instruction and mannequin-based practice. Within 3 months, each nurse performed 10 consecutive ultrasound-guided PVC placements in clinical settings. In the intervention group, the first 5 procedures were performed with device support and the last 5 without to assess skill transfer. The primary outcome was procedural success rate. Secondary outcomes included procedure time, number of attempts among successful procedures, and self-perceived mastery. Analyses were conducted at the attempt level.</p><p><strong>Results: </strong>A total of 200 clinical procedures were analyzed (110 control, 90 intervention). The overall success rate was 78.0%, with no statistically significant difference detected between the control and intervention groups (76.4% vs. 80.0%, P=0.656). Procedures in the intervention group were associated with longer completion times compared with the control group (12.64 vs. 11.25 min, P=0.009). Learning curve analyses showed numerical improvements in procedure time over successive attempts in both groups, but no statistically significant acceleration of learning was detected in the intervention group. Self-perceived mastery did not differ between groups and remained stable over time.</p><p><strong>Conclusions: </strong>In this pragmatic exploratory educational setting, integrating an ultrasound guidance/visualization device into an existing nurse training curriculum was not associated with improved procedural success or faster learning and was associated with longer procedure times. These findings suggest that the educational impact of technology-enhanced training depends less on technology alone than on its curricular integration and support for skill transfer.</p>","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254243","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":"Beyond Technology: Lessons From a Simple Simulation.","authors":"Luis Francisco Leiva Tobelem","doi":"10.1097/SIH.0000000000000947","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000947","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200757","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":"The Many Outcomes of an Emergency Response Simulation for Simulationists.","authors":"Rebecca D Blanchard, Akiko Kubo, Bridget Van Gotten","doi":"10.1097/SIH.0000000000000948","DOIUrl":"https://doi.org/10.1097/SIH.0000000000000948","url":null,"abstract":"","PeriodicalId":49517,"journal":{"name":"Simulation in Healthcare-Journal of the Society for Simulation in Healthcare","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200781","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}