Pub Date : 2024-09-19DOI: 10.1016/j.ecns.2024.101613
Despite the technological advances in simulation with high-fidelity manikins, moulage, and virtual reality, there continues to be a lack of realism during simulation that allows students to navigate specific scenarios appropriately. Faculty implemented an innovative teaching strategy with third-semester nursing students using QR codes during postpartum simulation to accurately depict OB-specific assessment findings. Faculty observations during the simulation and student feedback received during debriefing revealed that the inclusion of authentic assessment photos enhanced students' clinical judgment when identifying the priority interventions for their patients. QR codes can be used in simulation to provide life-like assessment findings at a low cost to departments and allow students to build on clinical judgment and critical thinking skills.
{"title":"Embracing quick response technology to bring assessments to life during simulation","authors":"","doi":"10.1016/j.ecns.2024.101613","DOIUrl":"10.1016/j.ecns.2024.101613","url":null,"abstract":"<div><p>Despite the technological advances in simulation with high-fidelity manikins, moulage, and virtual reality, there continues to be a lack of realism during simulation that allows students to navigate specific scenarios appropriately. Faculty implemented an innovative teaching strategy with third-semester nursing students using QR codes during postpartum simulation to accurately depict OB-specific assessment findings. Faculty observations during the simulation and student feedback received during debriefing revealed that the inclusion of authentic assessment photos enhanced students' clinical judgment when identifying the priority interventions for their patients. QR codes can be used in simulation to provide life-like assessment findings at a low cost to departments and allow students to build on clinical judgment and critical thinking skills.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243954","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}
Pub Date : 2024-09-18DOI: 10.1016/j.ecns.2024.101591
Background
Healthcare teams need cognitive skills and social skills in acute care and routine situations. This article describes the use of storytelling and the re-enactment of a real-life event to teach such skills.
Method
We describe the preparation, conduct, and debriefing of the simulation.
Results
In our conducts of the simulation most participants found it valuable, but we also saw a low number of participants, who did not engage a lot in simulation.
Conclusion
This concept and the principle of combining story-telling with re-enactment can provide valuable learning opportunities for different target groups in healthcare settings.
{"title":"Combining storytelling and a scenario re-enactment of Mt. Everest expeditions to practice cognitive and social skills","authors":"","doi":"10.1016/j.ecns.2024.101591","DOIUrl":"10.1016/j.ecns.2024.101591","url":null,"abstract":"<div><h3>Background</h3><p>Healthcare teams need cognitive skills and social skills in acute care and routine situations. This article describes the use of storytelling and the re-enactment of a real-life event to teach such skills.</p></div><div><h3>Method</h3><p>We describe the preparation, conduct, and debriefing of the simulation.</p></div><div><h3>Results</h3><p>In our conducts of the simulation most participants found it valuable, but we also saw a low number of participants, who did not engage a lot in simulation.</p></div><div><h3>Conclusion</h3><p>This concept and the principle of combining story-telling with re-enactment can provide valuable learning opportunities for different target groups in healthcare settings.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243953","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}
Pub Date : 2024-09-17DOI: 10.1016/j.ecns.2024.101607
Background
The National Aeronautics and Space Administration-Task Load Index (NASATLX) is a subjective instrument for measuring cognitive load. Originally designed for aviation, it has proven a valid and reliable instrument across disciplines. Despite extensive use, its ability to measure cognitive load in group and individual nursing simulation has yet to be explored.
Methods
This secondary analysis investigates NASA-TLX psychometric properties among 488 surveys completed by learners from a Bachelor's nursing program during individual and group simulation. Psychometric tests included item analysis, Cronbach's alpha, inter-item correlations, and exploratory factor analysis.
Results
NASA-TLX demonstrated acceptable reliability and validity in individual simulation; however, there was less reliability in group simulations.
Conclusion
Administration variances across individual and group simulation impact NASATLX validity and reliability.
{"title":"Psychometric Testing of NASA-TLX to Measure Learners’ Cognitive Load in Individual and Group Nursing Simulations","authors":"","doi":"10.1016/j.ecns.2024.101607","DOIUrl":"10.1016/j.ecns.2024.101607","url":null,"abstract":"<div><h3>Background</h3><p>The National Aeronautics and Space Administration-Task Load Index (NASATLX) is a subjective instrument for measuring cognitive load. Originally designed for aviation, it has proven a valid and reliable instrument across disciplines. Despite extensive use, its ability to measure cognitive load in group and individual nursing simulation has yet to be explored.</p></div><div><h3>Methods</h3><p>This secondary analysis investigates NASA-TLX psychometric properties among 488 surveys completed by learners from a Bachelor's nursing program during individual and group simulation. Psychometric tests included item analysis, Cronbach's alpha, inter-item correlations, and exploratory factor analysis.</p></div><div><h3>Results</h3><p>NASA-TLX demonstrated acceptable reliability and validity in individual simulation; however, there was less reliability in group simulations.</p></div><div><h3>Conclusion</h3><p>Administration variances across individual and group simulation impact NASATLX validity and reliability.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142242043","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}
Pub Date : 2024-09-14DOI: 10.1016/j.ecns.2024.101610
Background
Simulation activities allow students to engage in interprofessional learning in safe, low-risk environments conducive to learning. This enables students to make connections between different health professionals outside of the clinical setting to help improve their practical patient centered care.
Sample
Third year nursing and second year medical radiation sciences students.
Method
Participants were invited to take part in an interprofessional simulation activity. Participants could then choose to complete an online survey after the practical simulation activity.
Results
Survey results showed that most participants found the simulation IPL activity to be useful.
Conclusion
Simulation education can be implemented to raise awareness of the roles of nursing and medical radiation science student practitioners by other student practitioners. There is scope to incorporate interprofessional simulation activities in future curriculum educational design to aid student interprofessional awareness, communication and collaboration.
{"title":"Becoming a team player: Evaluating a simulation interprofessional activity between third year nursing students and second year medical radiation science students - A feasibility study","authors":"","doi":"10.1016/j.ecns.2024.101610","DOIUrl":"10.1016/j.ecns.2024.101610","url":null,"abstract":"<div><h3>Background</h3><p>Simulation activities allow students to engage in interprofessional learning in safe, low-risk environments conducive to learning. This enables students to make connections between different health professionals outside of the clinical setting to help improve their practical patient centered care.</p></div><div><h3>Sample</h3><p>Third year nursing and second year medical radiation sciences students.</p></div><div><h3>Method</h3><p>Participants were invited to take part in an interprofessional simulation activity. Participants could then choose to complete an online survey after the practical simulation activity.</p></div><div><h3>Results</h3><p>Survey results showed that most participants found the simulation IPL activity to be useful.</p></div><div><h3>Conclusion</h3><p>Simulation education can be implemented to raise awareness of the roles of nursing and medical radiation science student practitioners by other student practitioners. There is scope to incorporate interprofessional simulation activities in future curriculum educational design to aid student interprofessional awareness, communication and collaboration.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924001026/pdfft?md5=f21b7e8ae9fbbd7bdfd19de947296b39&pid=1-s2.0-S1876139924001026-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232911","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}
Pub Date : 2024-09-12DOI: 10.1016/j.ecns.2024.101604
Introduction
Traditional nursing education often lacks interprofessional collaboration across different levels of education. The Interprofessional Education Collaborative (IPEC) provides competencies to foster such collaboration. Updates by the American Association of Colleges of Nursing (AACN) emphasize interprofessional partnerships and population health.
Method
This mixed-methods study involved senior nursing students in a simulated mass casualty incident (MCI) with paramedic students and standardized patients. Pre- and post-surveys measured students' perceptions and preparedness, supplemented by qualitative data from open-ended survey questions. The simulation included Sort, Assess, Life-saving interventions, Treatment triage training and a structured debriefing session.
Results
A total of 35 (62.5%) students completed surveys. Post-simulation, significant improvements were observed in perceived preparedness (p = .00) and team engagement (p = .02). Qualitative analysis identified four themes: Art of nursing, Lived experience of a nurse, Teamwork, and Triage, highlighting enhanced communication and teamwork skills.
Conclusions
The simulated MCI effectively improved students' preparedness and interprofessional collaboration skills, though leadership and critical thinking, showed nonsignificant statistical changes. Future simulations should address design limitations to better reflect real-world dynamics and enhance interprofessional interactions.
{"title":"Interprofessional Learning for Nursing Students during a Mass Casualty Incident Simulation","authors":"","doi":"10.1016/j.ecns.2024.101604","DOIUrl":"10.1016/j.ecns.2024.101604","url":null,"abstract":"<div><h3>Introduction</h3><p>Traditional nursing education often lacks interprofessional collaboration across different levels of education. The Interprofessional Education Collaborative (IPEC) provides competencies to foster such collaboration. Updates by the American Association of Colleges of Nursing (AACN) emphasize interprofessional partnerships and population health.</p></div><div><h3>Method</h3><p>This mixed-methods study involved senior nursing students in a simulated mass casualty incident (MCI) with paramedic students and standardized patients. Pre- and post-surveys measured students' perceptions and preparedness, supplemented by qualitative data from open-ended survey questions. The simulation included Sort, Assess, Life-saving interventions, Treatment triage training and a structured debriefing session.</p></div><div><h3>Results</h3><p>A total of 35 (62.5%) students completed surveys. Post-simulation, significant improvements were observed in perceived preparedness (<em>p</em> = .00) and team engagement (<em>p</em> = .02). Qualitative analysis identified four themes: Art of nursing, Lived experience of a nurse, Teamwork, and Triage, highlighting enhanced communication and teamwork skills.</p></div><div><h3>Conclusions</h3><p>The simulated MCI effectively improved students' preparedness and interprofessional collaboration skills, though leadership and critical thinking, showed nonsignificant statistical changes. Future simulations should address design limitations to better reflect real-world dynamics and enhance interprofessional interactions.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171737","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}
Pub Date : 2024-09-09DOI: 10.1016/j.ecns.2024.101603
The purpose of this manuscript is to share the interprofessional development of foundational lactation open education resources (OERs) for prebriefing prior to simulation. A team of health faculty, students, and practitioners developed five lactation modules with an Equity Diversity Inclusion (EDI) framework representing diverse families. Participants (n=1453) answered a survey at the end of the OER modules including a variety of healthcare professional faculty, students, practitioners, and parents. The process of development, effectiveness, and usability of these modules were used for prebriefing prior to teaching/learning opportunities. The findings from use of the five OERs provide descriptive data on the usefulness for interprofessional education and professional development. The creation of five OER lactation modules provide an equity and inclusion lens to model consistent approaches to support the needs of diverse families allowing interprofessional students to develop shared mental models and psychological safety prior to clinical experiences.
{"title":"Effectiveness of interprofessional development of foundational lactation open education resources","authors":"","doi":"10.1016/j.ecns.2024.101603","DOIUrl":"10.1016/j.ecns.2024.101603","url":null,"abstract":"<div><p>The purpose of this manuscript is to share the interprofessional development of foundational lactation open education resources (OERs) for prebriefing prior to simulation. A team of health faculty, students, and practitioners developed five lactation modules with an Equity Diversity Inclusion (EDI) framework representing diverse families. Participants (n=1453) answered a survey at the end of the OER modules including a variety of healthcare professional faculty, students, practitioners, and parents. The process of development, effectiveness, and usability of these modules were used for prebriefing prior to teaching/learning opportunities. The findings from use of the five OERs provide descriptive data on the usefulness for interprofessional education and professional development. The creation of five OER lactation modules provide an equity and inclusion lens to model consistent approaches to support the needs of diverse families allowing interprofessional students to develop shared mental models and psychological safety prior to clinical experiences.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000951/pdfft?md5=5d036dc7db1c88f2734b2c4479a1685a&pid=1-s2.0-S1876139924000951-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162955","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}
Pub Date : 2024-09-09DOI: 10.1016/j.ecns.2024.101605
Background
Breaking disciplinary silos and increasing understanding for students has the potential to transform the future of healthcare, yet it can be challenging to develop interdisciplinary simulations.
Methods
While integrating the AACN Essentials into a new course about forensics in the healthcare setting, innovative simulation design helped undergraduate nursing and pre-health track science students demonstrate specific sub-competencies.
Results
The simulations resulted in self-reported increased student learning.
Conclusion
With simulation-based experiences in both healthcare and chemistry lab settings, nursing faculty and students, science faculty and students interested in health sciences, public safety, and counseling services are ubiquitous to institutions of higher learning that house nursing programs and are all great partners in designing simulations in the interdisciplinary forensic science field.
{"title":"Hidden in plain sight: New partners for forensic nursing education","authors":"","doi":"10.1016/j.ecns.2024.101605","DOIUrl":"10.1016/j.ecns.2024.101605","url":null,"abstract":"<div><h3>Background</h3><p>Breaking disciplinary silos and increasing understanding for students has the potential to transform the future of healthcare, yet it can be challenging to develop interdisciplinary simulations.</p></div><div><h3>Methods</h3><p>While integrating the AACN Essentials into a new course about forensics in the healthcare setting, innovative simulation design helped undergraduate nursing and pre-health track science students demonstrate specific sub-competencies.</p></div><div><h3>Results</h3><p>The simulations resulted in self-reported increased student learning.</p></div><div><h3>Conclusion</h3><p>With simulation-based experiences in both healthcare and chemistry lab settings, nursing faculty and students, science faculty and students interested in health sciences, public safety, and counseling services are ubiquitous to institutions of higher learning that house nursing programs and are all great partners in designing simulations in the interdisciplinary forensic science field.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142162937","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}
Pub Date : 2024-09-07DOI: 10.1016/j.ecns.2024.101601
Background
This study developed simulation-based augmented reality (AR) to enhance pediatric nursing and clinical reasoning competency among students in Taiwan.
Methods
A quasi-experimental repeated measures study was conducted with 45 participants. The pediatric nursing knowledge test and clinical reasoning scale (CRS) were evaluated three times: pre-test, post-test, and follow-up.
Results
Repeated measures ANOVA showed that pediatric nursing knowledge and CRS both had significant differences in the three time points. The highest-scoring CRS domain was 'awareness of clinical cues' and the lowest was 'conformation of clinical problems'.
Conclusions
Simulation-based AR is effective in improving students’ knowledge and clinical reasoning competency.
背景本研究开发了基于模拟的增强现实技术(AR),以提高台湾学生的儿科护理和临床推理能力。结果重复测量方差分析显示,儿科护理知识和临床推理量表(CRS)在三个时间点均有显著差异。结论 基于模拟的 AR 能有效提高学生的知识水平和临床推理能力。
{"title":"Effectiveness of simulation-based augmented reality in enhancing pediatric nursing and clinical reasoning competency among students: A quasi-experimental study","authors":"","doi":"10.1016/j.ecns.2024.101601","DOIUrl":"10.1016/j.ecns.2024.101601","url":null,"abstract":"<div><h3>Background</h3><p>This study developed simulation-based augmented reality (AR) to enhance pediatric nursing and clinical reasoning competency among students in Taiwan.</p></div><div><h3>Methods</h3><p>A quasi-experimental repeated measures study was conducted with 45 participants. The pediatric nursing knowledge test and clinical reasoning scale (CRS) were evaluated three times: pre-test, post-test, and follow-up.</p></div><div><h3>Results</h3><p>Repeated measures ANOVA showed that pediatric nursing knowledge and CRS both had significant differences in the three time points. The highest-scoring CRS domain was 'awareness of clinical cues' and the lowest was 'conformation of clinical problems'.</p></div><div><h3>Conclusions</h3><p>Simulation-based AR is effective in improving students’ knowledge and clinical reasoning competency.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1876139924000938/pdfft?md5=036f71ad0cfbfcc858cb84dd1977d0f7&pid=1-s2.0-S1876139924000938-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151819","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}
Pub Date : 2024-09-06DOI: 10.1016/j.ecns.2024.101602
Background
This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.
Results
Each discipline group demonstrated significant changes in perceived self-efficacy (p < .001) and communication (p < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.
Conclusion
Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.
{"title":"Changes in the self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students participating in a simulated patient simulation","authors":"","doi":"10.1016/j.ecns.2024.101602","DOIUrl":"10.1016/j.ecns.2024.101602","url":null,"abstract":"<div><h3>Background</h3><p>This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.</p></div><div><h3>Results</h3><p>Each discipline group demonstrated significant changes in perceived self-efficacy (<em>p</em> < .001) and communication (<em>p</em> < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.</p></div><div><h3>Conclusion</h3><p>Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151820","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}
Pub Date : 2024-09-03DOI: 10.1016/j.ecns.2024.101600
Background
Houselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population.
Methods
The Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation.
Results
The HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals.
Conclusion
The HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.
{"title":"The Houseless Simulation Exercise: An innovative educational approach to addressing houselessness interprofessionally using a virtual platform","authors":"","doi":"10.1016/j.ecns.2024.101600","DOIUrl":"10.1016/j.ecns.2024.101600","url":null,"abstract":"<div><h3>Background</h3><p>Houselessness, characterized by a lack of fixed and adequate nighttime residence, presents humanitarian and public health challenges. Health and houselessness are intricately connected, with houselessness exacerbating health issues and reducing life expectancy. Interprofessional education (IPE) is crucial in preparing healthcare professionals to address the unique needs of this population.</p></div><div><h3>Methods</h3><p>The Houseless Simulation Exercise (HSE) was designed as an innovative IPE activity to cultivate awareness, empathy, and skills for caring for houseless individuals. Informed by game-based learning theory, it integrates elements such as visual design, narrative, and collaboration. It comprises a choose-your-adventure style simulation and an interprofessional discussion on care and policy innovation.</p></div><div><h3>Results</h3><p>The HSE ran for two years and involved 359 students. Participants reported positive experiences, improvements in interprofessional core competency domains, and awareness of challenges. Qualitative feedback highlighted the impact on individuals.</p></div><div><h3>Conclusion</h3><p>The HSE offers a dynamic approach to IPE, fostering awareness, empathy, and collaboration among healthcare professionals. The HSE exemplifies the potential of innovative educational strategies in addressing complex healthcare challenges related to houselessness.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128735","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}