Advances in simulation (London, England)最新文献

{"title":"Getting ON-TRAC, a team-centred design study of a reflexivity aid to support resuscitation teams' information sharing.","authors":"Lars Mommers, Dennie Wulterkens, Steven Winkel, Bas van den Bogaard, Walter J Eppich, Walther N K A van Mook","doi":"10.1186/s41077-025-00340-8","DOIUrl":"https://doi.org/10.1186/s41077-025-00340-8","url":null,"abstract":"<p><strong>Background: </strong>Effective information sharing is crucial for emergency care teams to maintain an accurate shared mental model. This study describes the design, simulation-based testing and implementation of a team reflexivity aid to facilitate in-action information sharing during resuscitations.</p><p><strong>Methods: </strong>A five-phase team-centred iterative design process was employed. Phase 1 involved a literature review to identify in-action cognitive aids. Phase 2 focused on conceptual design, followed by simulation-based testing and modifications in phase 3. Implementation through simulation-based user training occurred in phase 4 at a large non-university teaching hospital. Phase 5 evaluated the aid among resuscitation team members in the emergency department after one year.</p><p><strong>Results: </strong>The phase 1 literature review identified 58 cognitive aids, with only 10 designed as 'team aid'. Studies using team information screens found increase team and task performance in simulation-based environments, with no evaluations in authentic workplaces. Phase 2 resulted in a three-section team reflexivity aid, iteratively modified in three rounds of simulation-based testing (N = 30 groups) phase 3 resulted in a team reflexivity aid containing five sections: resuscitation times and intervals, patient history, interventions on a longitudinal timeline, differential diagnosis and a quick review section. Phase 4 consisted of reflexivity aid user training with simulation-based education (N = 60 sessions) and the creation of a digital entry form to store data in the patient's electronic medical record. Evaluation after one year in phase 5, (N = 84) showed perceived improvements in communication (3.82 ± 0.77), documentation (4.25 ± 0.66), cognitive load (3.94 ± 0.68), and team performance (3.80 ± 0.76) on a 5-point Likert scale. Thematic analysis of user feedback identified improvements in both teamwork and taskwork. Teamwork enhancements included better situation awareness, communication and team participation. Taskwork improvements were seen in drug administration and clinical reasoning.</p><p><strong>Conclusions: </strong>This study demonstrated the successful development and implementation of a Team Reflexivity Aid for Cardiac arrests using simulation methodology. This task-focused team tool improved perceived team situation awareness, communication, and overall performance. The research highlights the interplay between task- and teamwork in healthcare settings, underscoring the potential for taskwork-oriented tools to benefit team dynamics. These findings warrant further investigation into team-supportive interventions and their impact on resuscitation outcomes.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"17"},"PeriodicalIF":2.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11951662/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a cost-effective, reusable, resuscitative hysterotomy task trainer for emergency medicine trainees.","authors":"Christiana Agbonghae, Chelsea Rushnell, Brian Lorenzo, John D Ehlers, Chad Scarboro, Lia Cruz, Sean Fox, Catherine Wares, Christyn Magill, Mark J Bullard","doi":"10.1186/s41077-025-00347-1","DOIUrl":"https://doi.org/10.1186/s41077-025-00347-1","url":null,"abstract":"<p><p>We designed, developed, and constructed a reusable, durable, low-cost resuscitative hysterotomy (RH) task trainer with functional and structural fidelity for repetitive practice and education for emergency medicine trainees. The availability of commercial caesarean task trainers is limited, and their high cost often poses a barrier to training. Although similar procedures, RH and traditional caesarean section are unique, and to the authors' knowledge there are currently no commercial task trainers specifically designed for RH. Current RH literature recommends completing the procedure within five minutes to improve the survival chances of both the fetus and the mother during active or imminent cardiac arrest. While RH is not a technically complex procedure relative to other procedures, it involves specific technical steps and requires clinicians to act decisively. Our RH task trainer was created using low-cost expired materials sourced from our hospital system and additional items purchased online. The RH task trainer was designed to be easily assembled, have minimal recurring material costs, and with quick set-up and clean-up for repetitive practice. When used within a simulation-based scenario, learners are also challenged with the decision to proceed with an RH; thus, providing experiential development of this decision-making step which is unparalleled in comparison to most traditional training formats. Overall, our RH trainer can be built for approximately 230 US dollars. The ability to create low-cost and easily accessible opportunities for repetitive practice of RH contributes to the limited pool of non-commercial RH task trainers, offering valuable experiential instruction for this unique, high-acuity, low-occurrence procedure. Brief description We developed a reusable, durable, low-cost resuscitative hysterotomy (RH) task trainer with functional and structural fidelity for repetitive practice and education for emergency medicine trainees at a tertiary care training hospital. Further, we aimed to create a task trainer that enhanced the cognitive and procedural skills required for performing RH within a high-stress clinical environment.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"16"},"PeriodicalIF":2.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11951742/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A comparative study of the use of extended reality simulation in neonatal resuscitation training.","authors":"Mustafa Yalin Aydin, Vernon Curran, Susan White, Lourdes Peña-Castillo, Oscar Meruvia-Pastor","doi":"10.1186/s41077-025-00344-4","DOIUrl":"10.1186/s41077-025-00344-4","url":null,"abstract":"<p><strong>Background: </strong>360° video and virtual reality (VR) simulation may offer innovative opportunities as portable simulation-based technologies to enhance Neonatal Resuscitation Program (NRP) training, updates, and refreshers. The purpose of this study was to compare the use of 360° video with VR simulation in NRP training and the effect on NRP learning outcomes.</p><p><strong>Methods: </strong>Thirty (N = 30) NRP providers were randomly assigned to either VR simulation or 360° video study groups (n = 15 each) with pre and posttests of confidence, posttests of user satisfaction, usefulness, presence, and simulator sickness, and a performance demonstration of positive pressure ventilation (PPV) on a manikin-simulator. Participants were then exposed to the other condition and again post-tested.</p><p><strong>Results: </strong>Both systems were positively viewed. However, participants reported significantly higher perceptions of usefulness in enhancing learning and increased sense of presence with the VR simulation. VR simulation participants gained more confidence in certain NRP skills, such as proper mask placement (adjusted p-value 0.038) and newborn response evaluation (adjusted p-value 0.017). A blinded assessment of PPV skills showed participants exposed to VR performed significantly better in providing effective PPV (adjusted p-value 0.005).</p><p><strong>Conclusions: </strong>NRP providers found both systems useful; however, VR simulation was more helpful in improving learning performance and enhancing learning. Participants reported an increased feeling of presence and confidence in certain areas with VR and performed better on a crucial NRP skill, providing effective PPV. VR technologies may offer an alternative modality for increasing access to standardized and portable refresher learning opportunities on NRP.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"15"},"PeriodicalIF":2.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934657/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Capturing and cultivating the simulated patient/participant (SP) experience: a qualitative study exploring how the perspectives of SPs can inform the co-production of an orientation resource guide.","authors":"Ellen Davies, Lotte Crawford, Terence Crawford, Renato Musolino, Russell Hutchinson, Lemuel Pelentsov, Michael Gilmour, Adam Montagu","doi":"10.1186/s41077-025-00334-6","DOIUrl":"10.1186/s41077-025-00334-6","url":null,"abstract":"<p><strong>Introduction: </strong>Simulated patients, participants and persons (SPs) are valued members of simulation teams. For people new to working as SPs, there are unique orientation requirements. This project sought to co-produce a resource package with SPs to facilitate orientation to the philosophy and foundations of health simulation, the type of work SPs do and to the structures and environments in which health simulation may be undertaken.</p><p><strong>Aims: </strong>To explore and describe SPs' perceptions of their role in health simulation, the things that inform and influence their work, and SP recommendations for orienting new people to health simulation and this type of work.</p><p><strong>Methods: </strong>Focus group discussions were hosted to construct a narrative with and from people who work as SPs, for the purpose of informing an online resource for new SPs. Data were analysed using Braun and Clark's Experiential Thematic Analysis methods to address project aims.</p><p><strong>Results: </strong>Twenty-three SPs participated, contributing their thoughts, experiences and ideas. Data from transcripts were analysed thematically, resulting in three themes, and 11 sub-themes. The broad themes describe (1) The Purpose (why the SP role is valued); (2) The Job (what we do as an SP) and (3) The Craft (how we work as an SP) from the perspective of participants. Specific recommendations for course content were described and integrated into a new non-award, open-access resource for new SPs.</p><p><strong>Conclusion: </strong>Findings from this study contribute to the ongoing and expanding understanding of the SP role and the perspectives of people who work in the social practice of health simulation.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"14"},"PeriodicalIF":2.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934445/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Team cognition in healthcare simulation: a framework for deliberate measurement.","authors":"J Colin Evans, M Blair Evans, Lorelei Lingard","doi":"10.1186/s41077-025-00333-7","DOIUrl":"10.1186/s41077-025-00333-7","url":null,"abstract":"<p><strong>Introduction: </strong>Team mental models and team situational awareness are key components of healthcare team simulation. Human factors and organizational psychology researchers have developed clear definitions and theories about these concepts that are at times 'lost in translation' within the prevailing forms of measurement and training utilized in healthcare. Simulation research to date has often relied upon indirect and imprecise measures and a conceptualization of team cognition that ill equips simulation educators as they endeavour to optimize healthcare team performance.</p><p><strong>Methods: </strong>We present a narrative review that examines how team cognition is assessed in healthcare team simulation, critically consider assessment strategies described in key studies, and contrast them to advances in human factors and organizational psychology.</p><p><strong>Results: </strong>This study presents a framework that reconceptualizes how we measure team cognition in healthcare simulation along the matrices of directness and timing of evaluation. We pair this framework with a table that exemplifies extant measurement techniques and highlight how simulation educators may decide between different 'types' of assessment based upon their needs.</p><p><strong>Discussion: </strong>We offer recommendations for educators to consider capturing team cognition before, during, and after simulation. We also offer recommendations for researchers to develop tools that may be more readily applied across key settings.</p><p><strong>Conclusion: </strong>Here, we present a framework of team cognition for healthcare action teams that advances healthcare simulation to better align with human factors and organizational psychology literature. This work will guide healthcare simulation educators and researchers on their quest to optimize team performance through improved team cognition.</p><p><strong>Trial registration: </strong>None.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"12"},"PeriodicalIF":2.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hybrid simulation and immersive, lived-experience perspectives to shape medical student attitudes towards patients experiencing emotional distress, suicidality, and self-harm.","authors":"Ellen Davies, Natalie Mills, Adam Montagu, Anna Chur-Hansen, Scott Clark","doi":"10.1186/s41077-025-00336-4","DOIUrl":"10.1186/s41077-025-00336-4","url":null,"abstract":"<p><strong>Background: </strong>When medical students enter their first psychiatry rotation, they often feel under-prepared for the complex milieu of psychopathology, emotional distress, and complex psychosocial issues. Simulation is valued for its ability to orient learners to new environments. In this project, a hybrid simulation workshop was designed and delivered for fourth-year medical students. This study aimed to examine students' experience of this workshop and to explore participant attitudes towards people who experience mental distress.</p><p><strong>Methods: </strong>Fourth-year undergraduate medical students were invited to complete pre- and post-workshop questionnaires that contained a series of previously developed scales, including the Stigma of Suicide Scale, the Literacy of Suicide Scale, the General Help-Seeking Behaviour Scale, the Attitudes and Confidence in the Integration of Psychiatry Scale, and the Satisfaction with Simulation Experience Scale.</p><p><strong>Results: </strong>From a cohort of 172, 118 students participated (68.8%). The mean percentage of suicide literacy rose from 65.8 to 70.1%, with the highest literacy in the \"treatment and management\" domain (pre-workshop mean 92.9%, post-mean 95.0%) and lowest in the \"signs and symptoms\" domain (pre-workshop mean 38.0%; post-mean 44.5%). Suicide stigma was low both pre- and post-workshop. In both pre- and post-workshop, participants identified feeling most confident about screening for depression and least confident about managing symptoms of anxiety for patients and their relatives. Concerningly, 11% of the cohort stated they would not seek help themselves if they experienced thoughts of self-harm or suicide.</p><p><strong>Conclusion: </strong>Using a combination of simulation modalities, students were oriented to their psychiatry placements. Importantly, this orientation focused on the experiences of people with lived experience of mental illness and how health professionals impact patient journeys through health and mental health services. Findings suggest this type of simulation workshop can support students in their dispositional readiness for placement in psychiatry units.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"13"},"PeriodicalIF":2.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931875/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Insights from 40 years of educational research: honoring Jeroen van Merriënboer.","authors":"Jimmy Frèrejean, Katie Walker, Ben Symon, Walter Eppich","doi":"10.1186/s41077-025-00332-8","DOIUrl":"10.1186/s41077-025-00332-8","url":null,"abstract":"<p><p>Simulation-based education in healthcare has advanced significantly, yet a persistent gap remains between educational science and healthcare simulation research. The late Jeroen van Merriënboer's extensive work in educational science provides valuable guidance for bridging this gap. Four key insights from his research can serve as a strong theoretical bedrock for educators and researchers aiming to design more effective and cohesive simulation-based learning experiences: (1) integrating learning in both simulated and real environments to improve transfer, (2) offering targeted learner support that evolves with expertise, (3) embracing the complexity of educational practice and avoiding one-size-fits-all solutions, and (4) embedding domain-general skills within specific disciplines. Championing these insights may catalyze more theory-informed practice and research in healthcare simulation. Nevertheless, applying these principles in practice remains a challenge, highlighting the need for further research into the \"how\"-specifically how to interconnect learning environments, adapt instruction to diverse needs, integrate theory with practice, and combine the teaching of domain-general and domain-specific skills.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"11"},"PeriodicalIF":2.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11908033/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theoretical background of the game design element \"chatbot\" in serious games for medical education.","authors":"Alexandra Aster, Arietta Lotz, Tobias Raupach","doi":"10.1186/s41077-025-00341-7","DOIUrl":"10.1186/s41077-025-00341-7","url":null,"abstract":"<p><strong>Background: </strong>The use of virtual patients enables learning medical history taking in a safe environment without endangering patients' safety. The use of a chatbot embedded in serious games provides one way to interact with virtual patients. In this sense, the chatbot can be understood as a game design element, whose implementation should be theory driven and evidence based. Since not all game design elements are already connected to theories, this study aimed to evaluate whether the game design element chatbot addresses the need for autonomy rooted in the self-determination theory.</p><p><strong>Method: </strong>A cross-sectional study was conducted to compare two distinct chat systems integrated in serious games with one system being an open chatbot and the other system being a constrained chat system. Two randomized groups of medical students at a German medical school played one of two serious games each representing an emergency ward. The data collected included both objective data in terms of students' question entries and subjective data on perceived autonomy.</p><p><strong>Results: </strong>Students using the open chatbot generally asked significantly more questions and diagnosed significantly more patient cases correctly compared to students using a constrained chat system. However, they also asked more questions not directly related to the specific patient case. Subjective autonomy did not significantly differ between both chat systems.</p><p><strong>Conclusion: </strong>The results suggest that an open chatbot encourages students' free exploration. Increased exploration aligns with the need for autonomy, as students experience freedom of choice during the activity in terms of posing their own questions. Nevertheless, the students did not necessarily interpret the opportunity to explore freely as autonomy since their subjectively experienced autonomy did not differ between both systems.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"10"},"PeriodicalIF":2.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the role of self-led debriefings within simulation-based education: time to challenge the status quo?","authors":"Prashant Kumar, Neil Malcolm Harrison, Katy McAleer, Ibraaheem Khan, Susan Geraldine Somerville","doi":"10.1186/s41077-025-00342-6","DOIUrl":"10.1186/s41077-025-00342-6","url":null,"abstract":"<p><strong>Background: </strong>The notion that debriefing quality is highly reliant on the skills and expertise of the facilitator is being increasingly challenged. There is therefore emerging interest in self-led debriefings (SLDs), whereby following a simulated learning event, individuals or groups of learners conduct a debriefing amongst themselves, without the immediate presence of a trained facilitator. The interest in this approach to debriefing is multifactorial but is, in part, driven by a desire to reduce costs associated with resource-intensive faculty presence. The debate regarding the role of SLDs in simulation-based education (SBE) therefore has important implications for the simulation community.</p><p><strong>Main body: </strong>We comprehensively explore the role of SLDs by contextualising their application across the spectrum of SBE, both in terms of contrasting simulation factors, namely (i) simulation modality, (ii) debriefing forum, and (iii) debriefing adjuncts, as well as different learner characteristics, namely (i) learners' previous simulation experience, (ii) learner numbers, and (iii) learners' professional and cultural backgrounds. These factors inherently shape the conduct and format of SLDs, and thus impact their effectiveness in influencing learning. We have synthesised and critically analysed the available literature to illuminate this discussion.</p><p><strong>Conclusions: </strong>The current evidence suggests that SLDs can, in the right circumstances, form part of an effective debriefing strategy and support learners to reach appropriate levels of critical self-reflection and learning. Careful consideration and due diligence must go into the design and implementation of SLDs to augment the advantages of this debriefing format, such as enhancing flexibility and learner autonomy, whilst mitigating potential risks, such as reinforcing errors and biases or causing psychological harm. In situations where resources for facilitator-led debriefings (FLDs) are limited, simulation educators should recognise SLDs as a potential avenue to explore in their local contexts. By leveraging the strengths of both formats, balancing learner autonomy and expert guidance, a combined SLD and FLD approach may yet prove to be the optimal debriefing strategy to maximise learning. Whilst more research is needed to deepen our understanding of the nuances of SLDs to assess their true applicability across the spectrum of SBE, the time may now have arrived to consider challenging the status quo.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"9"},"PeriodicalIF":2.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11895349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of simulation-based education among nursing and midwifery students in Tanzania: a qualitative study.","authors":"Rosemary M Malya, Michael J Mahande, Kristin H Urstad, Jane J Rogathi, Bodil Bø","doi":"10.1186/s41077-025-00339-1","DOIUrl":"10.1186/s41077-025-00339-1","url":null,"abstract":"<p><strong>Background: </strong>While many nursing programs in developed countries have implemented simulation-based education as a pedagogic method of teaching, implementation of simulation in developing countries like Tanzania is rare. Traditional methods of auditorium lectures are widely conducted in low-income nursing and midwifery education institutions. Such pedagogy provides students with theoretical knowledge yet with limited hands-on exposure for clinical skills, which might affect the professional integration of students and quality care delivery. This study explored perceptions of simulation-based education among diploma nursing students and midwifery students in one of the urban nursing schools in Tanzania.</p><p><strong>Method: </strong>An exploratory qualitative study design was employed. Thirty-four nursing and midwifery students who had experience with simulation-based education were selected purposively to participate in focus group interviews. Data was collected in July 2023. Data analysis was conducted based on Graneheim and Lundman's content analysis approach.</p><p><strong>Results: </strong>Two major themes emerged from the analysis: (1) Strengthened confidence through practice in a safe teaching environment. This theme included three sub-themes: (i) Increased overall confidence, (ii) reduced fear through practice in a safe environment, and (iii) enhanced knowledge and skills in procedures and equipment. The second theme was as follows: (2) Enhanced critical thinking and reasoning in debriefing and included two sub-themes: (i) Integrating theory into practice, (ii) communication in neonatal emergency management.</p><p><strong>Conclusion: </strong>Nursing and midwifery students perceived simulation-based education as an effective method to prepare for clinical practice and quality neonatal care. Introducing simulation-based education in nursing education may benefit students' learning and strengthen the sustainability of skilled healthcare providers in low-income contexts where resources are scarce. Further research is needed to assess whether students can transfer knowledge into clinical skills practice.</p>","PeriodicalId":72108,"journal":{"name":"Advances in simulation (London, England)","volume":"10 1","pages":"8"},"PeriodicalIF":2.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11889790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}